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Downloadable activities for each ATL skill

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Nadia Abdallah, Lisa McKeon Joassaint, Lenny Dutton, Anshu Sharma and Akriti Macker 2 min read

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ATL Skills Playbooks Skill-based activity ideas to help students become lifelong learners

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Engage students with skill-based activity ideas from these ATL playbooks. Bring the ATL skills to life in your MYP classrooms!

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If you are interested in the thinking (thinking might be too strong a term for what I was actually doing) that brought me to explore this relationship you might want to look at a previous post, "Posts Move, Goals Don't."
Bloom's Taxonomy
Many of us are familiar with Bloom's Taxonomy (1956) - or at least we think we are! The standard list that I was given during teacher training consisted of:

Did you know it was revised in 2000 or that it consisted of a set of four knowledge dimensions? In Bloom's original work the knowledge dimensions consisted of factual, conceptual and procedural knowledge. Later the metacognitive knowledge dimension was added and the nouns changed to verbs with the last two cognitive processes switched in the order.

You can find a full summary of Bloom's Taxonomy and the changes by Dr. Leslie Owen Wilson on her website from where this table is taken.
SOLO Taxonomy
The SOLO Taxonomy was devised by Collis & Biggs (1982) and looked at the Structure of the Observed Learning Outcomes produced by students in terms of their complexity. The SOLO Taxonomy is divided into a number of levels. The following is taken from Pam Hook's wiki "The Learning Process - How Do You Know You are Learning?"

At the pre-structural level of understanding, the student response shows they have missed the point of the new learning.

At the uni-structural level, the learning outcome shows understanding of one aspect of the task, but this understanding is limited. For example, the student can label, name, define, identify or follow a simple procedure.

At the multi-structural level, several aspects of the task are understood but their relationship to each other, and the whole is missed. For example the student can list, define, describe, combine, match, or do algorithms.

At the relational level, the ideas are linked, and provide a coherent understanding of the whole. Student learning outcomes show evidence of comparison, causal thinking, classification, sequencing, analysis, part whole thinking, analogy, application and the formulation of questions.

At the extended abstract level, understanding at the relational level is re-thought at a higher level of abstraction, it is transferred to another context. Student learning outcomes at the extended abstract level show prediction, generalisation, evaluation, theorising, hypothesising, creation, and or reflection.

There are lots of great blogs available about the SOLO Taxonomy, my own contributions are:
Redesigning Classrooms: Using SOLO to Increase Challenge Redesigning Classrooms: Spreading & Embedding the SOLO Taxonomy SOLO versus Bloom Taxonomy
A copy of this table for you to download and use is at the bottom of this post.

I don't tend to look at theories in terms of good and bad but rather useful and not so useful. Bloom's Cognitive Taxonomy is based on a theory about knowledge and I find the four different knowledge dimensions very useful. Please note in the table above I have combined the factual and conceptual dimensions into one row. A great education should include and have an appropriate balance between each of these knowledge dimensions; it's why I find the "knowledge versus skills" debate in absolute terms a waste of time and effort, it's whether we have the right balance. I also worry that we simply don't develop the learner enough in our classrooms. However the nouns and verbs used by Bloom to describe the cognitive processes I find less helpful in developing deep understanding.

This is where I feel the SOLO Taxonomy has a real advantage in moving students from the foundations provided by factual knowledge to the deeper conceptual understanding required. This forms the theoretical underpinning required by teachers to construct knowledge first of all in their own minds - in a way that is explicit to them before helping students to learn within their subject. Remember if you want it in the classroom you need it in the staffroom first.
"It is critical to note that the claim is not that surface knowledge is necessarily bad and that deep knowledge is essentially good. Instead, the claim is that it is important to have the right balance: you need to have surface to have deep; and you need to have surface and deep knowledge and understanding in a context or set of domain knowledge The process of learning is a journey from ideas to understanding to constructing and onwards ... When students can move from idea to ideas and then relate and elaborate on them we have learning - and when they can regulate and monitor (read "metacognition" here) this journey then they are teachers of their own learning." (Hattie, 2009, p. 29)
Here's an example of using SOLO with one of Bloom's Knowledge dimensions, I've deliberately chosen to focus on the metacognitive dimension as this is the one found least often in most lessons:

Imagine if we could "up-skill and drill" (acknowledgement to Tom Sherrington and Alex Quigley from whom I've borrowed the phrase) every student in the analysis of texts using a learning protocol, across a school, like the example above.

This issue of Teacher Clarity will be increasingly important for us as we looked to come to terms with the new National Curriculum at Key Stage 3 and new programmes of study for the revised GCSEs for English & English Literature and Mathematics with others to be released at some point in the future.
"There are four critical parts in planning that we need to consider up front: the levels of performance of the students at the start (prior achievement), the desired levels at the end of the series of lessons, or term, or year (targeted learning), and the rate of progress from the start to the end of the series of lessons (progression). The fourth component is teacher collaboration and critique in planning." Hattie (2012), Visible Learning for Teachers, p. 37 The World's Not Flat! Teacher Clarity (d=0.75, 8th) These Statistics Means Teacher Clarity is One of the Most Effective Ways to Improve Achievement
One of the main themes in Professor John Hattie's (2009) book is the importance attached to teachers clearly communicating the intentions of the lesson (learning intentions) and the notions of what success means for these intentions (success criteria). Put simply students achieve more when they know where they are supposed to be going and what it looks like when the get there!
"There are two parts in targeted learning: the first is being clear about what is to be learned from the lesson(s) (the learning intention); the second is having a way of knowing that the desired learning has been achieved (the success criteria). Targeted learning involves the teacher knowing where he or she is going with the lesson and ensuring that the students know where they are going. These pathways must be transparent for the students." Hattie (2012), Visible Learning for Teachers, p. 47 Give Success Criteria a SEC
I was chatting to a member of staff who was keen to really get to grips with teacher clarity by focussing on success criteria. He was a Maths teacher and wrote down a pretty good learning intention and success criteria. I fancy myself as a bit of a mathematician so I rattled off a couple of alternative answers, sat back proudly and smiled only to hear that I needed to produce the "perfect solution" - I felt like shouting "but it's not fair, you never told me that!" That was a key bit of information that simply hadn't been included in the success criteria but I needed to know it to produce a great answer - the students would as well. This is what makes writing success criteria and in turn gaining clarity such a challenge:

First, you have to be clear in your own mind what excellence looks like

Secondly, you have to communicate this with absolute clarity

When recently implementing our pilot #OutstandingIn10Plus10 CPD programme, we were looking at honing our skills with respect to teacher clarity. One very honest member of staff admitted to not being very clear about success criteria or the writing of them so we started looking at his success criteria as a group. It was related to learning about the different types of religious orders and why people choose one over the other. The starting success criteria was:
"State the type of religious order joined e.g. apostolic or contemplative"
My question is very simple, "If I do that do I get an A*?" Success criteria must be challenging and direct students towards excellence. I just keep asking the same question and adding to the success criteria until made clear to students what excellence looks like in their learning. We ended up with:
"Compare and contrast apostolic and contemplative orders explaining why people join one based on personal preference, scriptural quotes, chosen purpose and challenges of life."
Now I know what I need to do to get an A* - success as defined by the initial and revised criteria are very different. In summary, success criteria need to be:

Specific - it's important to be clear about the elements that are required for excellence - the "perfect solution" or inclusion of "personal preference, scriptural quotes, chosen purpose and challenges of life." Clarity comes in part through specificity.

Extensive - this is linked to specificity but requires all the main elements of the excellent answer to be included. The issue of balance is raised here as students won't necessarily be helped by a long tick list, what are the main elements that are key to excellence?

Challenging - keep asking yourself, "Would this produce an A* answer?" There is a real danger that we do not ask enough of our students. I primary schools teachers' expectations in Y3 & 4 can be very different to those of Y6. Secondary schools can spend time faffing about in Key Stage 3 only to have to put the warp factor drivers on in Key Stage 4 for students to make expected or better than expected progress. In Sixth Form, students bedding in during Y12 just enjoying themselves, only to underachieve as they can't make up the ground in Y13 can be an issue.

We must not be complicit in this with low level undemanding success criteria. If you want to read more about expectations have a look at Tom Sherrington's recent post, Defining the Butterfly: Knowing the Standards to Set the Standards

Versions of the tables with Bloom versus #SOLO Taxonomies are here:
When #SOLO Met Bloom - Table (Word) When #SOLO Met Bloom - Table (PDF)
If you would like to read about some other "When Harry Met Sally" type posts there are:
When Strategic Met Operational When Didactic Met Co-operative When Feedback Met Bloom
Essential Resources: (there are Australia, New Zealand and Rest of the World websites for Essential Resources as well) publishes some fantastic resources - "SOLO Taxonomy & Making Meaning" are a set of three literacy based books, two books that introduce "SOLO Taxonomy: A Guide for Schools" are two books that give you a great introduction to SOLO and finally one titled "Using SOLO as a Framework for Teaching" are all worthwhile.

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If you are interested in the thinking (thinking might be too strong a term for what I was actually doing) that brought me to explore this relationship you might want to look at a previous post, "Posts Move, Goals Don't." Bloom's Taxonomy Many of us are familiar with Bloom's Taxonomy (1956) - or at least...

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https://www.amazon.com/dp/1483857158?ref_=ppx_hzsearch_conn_dt_b_fed_asin_title_1&th=1

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Sponsored by Teaching Channel and UL Xplorlabs

While hexagonal thinking is not new in the world of business and innovation, it's just making its way into the classroom. It's a method for considering the connections between ideas and finding the nuances in those connections. If you're looking for a fresh framework for discussion and critical thinking, this may be just the thing.

How it Works

When you place an idea on a hexagon, it has six sides where connections could be made to other ideas. When you place many ideas on many hexagons, the discussion about where to connect what will be different every time.

Hexagons for the Vietnam-War era
(click all images for a close-up view)

If you gave the same seven idea cards to seven people, do you think you'd get the same seven webs of interconnected hexagons? Would the people explain the connections in the same way?

Nope.

And really, that's the beauty of hexagonal thinking. It provides a springboard for a totally creative discussion. When you give a small group of students a deck of hexagons and ask them to connect them however they choose, every group will come up with a different web for different reasons. Along the way they'll hopefully question each other and dig deep into the concepts on the cards, arguing about which idea connects more to an important concept and which example deserves one of those precious six sides.

The Step-by-Step

Let's imagine you've got your students in small groups, and each group is staring at a beautiful deck of hexagons.

Now what?

I recommend you kick off this activity for the first time by giving directions something like this:
Once you have your set of hexagons, it's time for your group to begin making connections between them. Your conversations now will be about showing how and why you think the different ideas and options connect. Everyone will see things differently, and that's OK. Just keep talking until you find the connections that stick. As you discuss your ideas, use the text to find supporting evidence for why you think your connections are strong ones. Each hexagon can connect to up to six others. Arrange and rearrange until you feel you have the strongest hexagon web in place that you can. Then begin explaining your connections with connection arrows, writing in why you have created intersections between key hexagons. Everyone in the group will contribute differently, and that's OK. You need to have people listening and moving pieces to create the web, people debating, people asking questions. By the end of your discussion, you should have an interconnected web of concepts along with clearly explained connections. If you're working with paper hexagons, tape or glue them down to another sheet of paper to secure them, or take a photo of your finished web. If you're working digitally, submit your two slides: the finished hexagon web, followed by the slide with your explanations.
There's a lot of room here for students to participate in their own unique ways. For me, part of the point of the activity is for students to see that everyone can take on different roles that matter.

Two Examples

Let's take a look at what this might look like in your classroom. In this case, I'll share digital examples created in Google Slides, since you may well be leading your discussions and small group activities via online channels this year. But paper hexagons are equally wonderful when you can use them.

Example 1: English Language Arts

First let's take a look at a hexagonal thinking discussion for an English class, wrapping up a unit on 1984.

Here's the set-up, with the terms listed in individual (moveable) text boxes.

Now students can discuss the placement of their terms/hexagons. In this case, rather than shifting paper hexagons around, they will go into the Google Slide, then drag and drop their terms across the slide and into the web of hexagons as they decide where to place them.

Now that the students have made their connections as they wish, they need to explain their choices. This can take place in many ways:

Students could record arguments for one or two connections on a tool like Flipgrid,

Students could write down their analysis.

Groups could collaborate to write explanations for several of their connections or present them back to the class.

Take a peek at what the written explanations look like for the web pictured above. In this case, students are sharing five explanations, but you could adjust that to suit your needs. Some connections are always going to be more interesting than others - the ones that generate the most debate, the surprising ones, the ones where three key sections link in one place. Have students write or present about the key connections, rather than about every single one.

Example 2: Science

Now let's take a look at how this might look in a science class. Imagine you're looking back over a unit on global warming, and helping students review the big ideas.

Here's the set-up: For this version, students can move the hexagons as well as the terms, creating any number of different webs. Then they use the connection arrows to point to the intersections they are going to explain in detail.

Student groups discuss the possibilities, dragging the hexagons and terms into place as they go. The final product could look one hundred different ways.

Once they have their web created, they make their explanations.

Creating Your Hexagonal Thinking Decks

You can create decks of hexagons with the terms already inside (let your students help you cut them out!) or print blank hexagon sheets and invite student groups to brainstorm the concepts to put inside before their discussion.

No matter how you create them, you want the hexagon decks to be filled with the key ideas of your recent class work, as well as interesting ties across disciplines and to the modern world. Hexagonal thinking makes it easy to cross disciplines and bring relevant modern connections into the discussion.

Let's say you're creating a hexagon deck for Jason Reynolds' book, Long Way Down. You'll fill it with characters, themes and style elements, but also with figures from the news, current political movements, similar books, and background information about the author.

Now imagine you're creating a deck for a unit covering an artistic period. You can put in key terms and artists, but also important authors and political figures of the period, and artists and movements of today that connect back.

As for making the shapes themselves, there are lots of time-saving options, whether you want to use digital hexagons or paper ones.

Digital Hexagons

Get access to your free copy of the digital hexagonal thinking toolkit featured above right here.

Create your own digital hexagons with PowerPoint or Google Slides by following these instructions:

Paper Hexagons

Use this online hexagon generator, created by Pam Hook.

Print and laminate these free rainbow hexagons, then add concepts with dry erase markers for quick discussions.

Print blank sheets of hexagons (you can easily create these in any size using the shapes tool in PowerPoint) to give out to small groups of students, then ask them to generate key terms, ideas, connections to other disciplines, connections to the modern world, etc. on their hexagons and cut them out. Then have groups switch decks so they are discussing a fresh list of ideas.

Create your own hexagon templates with terms you can change up whenever you want to do a hexagonal thinking discussion. Cut them out while watching New Girl on Netflix, or make the first step of the discussion in class to cut out the hexagons while beginning to discuss how they will connect.

A fun addition to any paper deck is a set of connection arrows. Print a few bubble arrows (again, the PowerPoint shapes tool makes it easy) on paper for students to put in at key intersections. Have students fill them in with their explanation of the connection. Sticky notes will also work well.

Wondering how to grade this?

There are a few ways you could grade hexagonal thinking. You could have everyone write a short reflection at the end about their contributions, and grade that. You could use it as a springboard into a writing assignment, asking students to explain and argue for key connections from the discussion, then grade that. You could have students present about a key connection on Flipgrid. Easy.

But I want to suggest a slightly more complex option too. Recently I interviewed Sarah Fine, co-author of In Search of Deeper Learning. One of her findings, after years of study across American high schools, was that we rarely ask students to truly collaborate in our core subjects, so we don't really create a culture of interdependence among them. They don't get to use their individual gifts to contribute to a final product created by the team, although that is often what real-world projects look like. Instead, we favor what she calls "lockstep learning." Everyone must do the same thing, separately.

So maybe for hexagonal thinking, you grade the final group web. And you ask the kids to share about how their different strengths allowed them to contribute to the final product.

Maybe some kids are super brainstormers, coming up with lots of great terms and ideas for what to put on the hexagons. Maybe one or two students in the group are great at lettering and drawing. They could create beautiful visual representations of the terms and ideas. Maybe some students shine at leading discussion. Maybe some are natural at making spatial and visual connections, and can help move the hexagons around as they listen to the group. Maybe some are excellent listeners, and can be taking notes about the connections based on what they hear from others. Maybe some are good mediators, who can help find common ground and calm down heated debates when discussion gets intense.

If you go this route, I really think it's worth discussing in advance what project teams are like in the workplace, and how people contribute in different ways. Then, at the end, you might let kids write a short paragraph about how they contributed based on their own strengths and skills, and whether they were happy with the way the group dynamics turned out.

Variations and Additions

Individuals or Partners

This would certainly work as an individual assignment or a prompt for partners as well. But with a small group, you'll get more perspectives on where to place what, which can be nice. You might consider giving students the option to work alone, with a partner, or in a group.

Adding Visuals

If you and your students are fans of sketchnotes or one-pagers, you can always add a visual layer to your hexagons. Invite students to illustrate their concepts with representative imagery and add quotations from their texts to bring more meaning for each idea into the conversation.

This is certainly not necessary, but adds dimension to the discussion and the eventual display of the concept web.

Hexagonal One-Pagers for Long Way Down

Gallery Walking

Once your students have completed their webs, you can do a gallery walk to see each other's concept webs and check out the connections their peers have made (this can be done online through a collaborative Google slides presentation), or have each group in turn present briefly back to the class about some of their most interesting connection points. The hexagons that caused the most debate will probably be the most fun to share back, and everyone will get to see how others mixed and matched the same hexagons in unique ways.

When you bring hexagonal thinking into your classroom -whether that's online or in person-you bring a fresh spark of energy to discussion. Your students will see things in new ways as they seek to connect wide-ranging ideas. If you're finding it difficult to get kids talking this year as they transition into new scenarios, you're definitely not alone. Hexagonal thinking just might be the tool you're looking for to help your classes over this transition and back into their critical thinking zones.

Come back for more.
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Hexagonal Thinking: A Colorful Tool for Discussion

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If you've been looking for a fresh way to get students thinking outside the box, this may be just what you need.

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https://docs.google.com/document/d/1dPK5BQAg6_j-nAm5WWjIWgyFzL9Uum11_5vGd4Y4UBM/edit?usp=sharing

1. Take a look at the ATL self-assessment tool (on our Google Drive) and choose your "favorite" ATL

2. Chose a hero to share (can be a personal or public figure)

3. Does your figure embody any particular ATL skill?

4. Introduce your partner's #1-4 and integrate an intro of their name, where they teach, their role at their school, # of years teaching, and # of years teaching IB

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1. Our Google Drive: https://drive.google.com/drive/folders/1JyvhHDWJ-Ttf6mueHJPm6LwaTMEMSa4A?usp=sharing

2. https://www.wondercraft.ai/

3. https://www.wondercraft.ai/

4. https://www.eduprotocols.com/

5. https://www.briskteaching.com/es

6. https://goblin.tools/

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Wondercraft AI - Effortless podcast creation, for the AI era

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Wondercraft is a podcast builder that leverages generative AI voices to let anyone go from idea to published podcast in minutes. Businesses, Newsletters, and Publications are using Wondercraft to increase engagement.

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SEL Skill Scaffold TEMPLATE (please make a copy with your group_s names).docx

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1. Think about an activity you really enjoy, are quite good at, and know that it can be difficult for other people (it doesn't have to be academic in nature, in fact, it's preferable that it isn't)

2. How did you learn to do it so well?

3. If I recorded you learning this (can be over a span of years), what would I see?

4. If you were explicitly teach someone the activity, list them out a step by step instruction guide here

5. Include an image of you doing the activity or something from online that represents it (put your name in the title)

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1. Think about an activity you really enjoy, are quite good at, and know that it can be difficult for other people (it doesn't have to be academic in nature, in fact, it's preferable that it isn't)

2. How did you learn to do it so well?

3. If I recorded you learning this (can be over a span of years), what would I see?

4. If you were explicitly teach someone the activity, list them out a step by step instruction guide here

5. Include an image of you doing the activity or something from online that represents it (put your name in the title)

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https://youtu.be/ikehX9o1JbI

https://youtu.be/H_O1brYwdSY

Relationship Building Minute to Win It games:
https://www.playpartyplan.com/minute-to-win-it-games-for-kids/

Ted Talk
https://youtu.be/gGa9yieENKM

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Social-Emotional Learning: What Is SEL and Why SEL Matters

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https://www.ibo.org/excellence-and-equity/case-studies/

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Learn more about the IB Excellence and Equity Initiative (E2) through these case studies.
Case study 1: Rainier Beach High School
A number of obstacles stood in the way of implementing the programme, says Diploma Programme (DP) coordinator Colin Pierce, who helped start up the DP at the school and had experience as a coordinator. Many adults and students had preconceptions of what DP students looked like, Pierce says, and that image did not include low-income students and those who had recently learned English. As a result, Pierce says, Rainier Beach had to get adults, including teachers and parents, to understand any biases they might have that would make them think certain groups of students were incapable of succeeding in DP courses. The school also had to help students believe in themselves.

Read the full case study here [2.5 MB] .
Listen to webinar recording Case study 2: Fridley High School
Fridley sees its mission as preparing all students for a postsecondary education. Although not every student will go to university, the exposure to the content and skills provides benefits in the long run, says DP coordinator Jessica Baker. "The question was more like why wouldn't we want all students to be a part of this?" Baker says. "It's a matter of access - we didn't want to deny any student the opportunity for something that brings them a benefit."

Read the full case study here [1.9 MB] .
Listen to webinar recording Case study 3: Mirabeau B. Lamar Senior High School
Houston's Mirabeau B. Lamar Senior High School has been an IB World School since 1982, when it was authorized to offer the DP. In the 36 years since then, the scope of its DP has evolved, and that evolution has altered the shape of the school.

Read the full case study here [1 MB] .
Listen to webinar recording Case study 4: Sturgis Charter Public School
More than 830 students attend Sturgis Charter Public School, but 600 more students would like to go there and have put their names on its waiting list. This IB World School, authorized in 2004, quickly grew from 350 students to 415 students in the 2010-2011 school year. It added a second campus in 2011 to accommodate its lengthy waiting list. Being what it calls an "IB for all" school is central to the Hyannis, Massachusetts, school's mission and one of the main reasons it attracts so many students.

Read the full case study here [2.3 MB] .
Listen to webinar recording Case study 5: South Side High School
Twenty-two years ago, South Side High School (SSHS) had only 30 DP candidates. Now, with a student body of just under 1,100, all students at the Rockville Centre, New York, school will take at least one DP course before graduating. In the spring of 2018, 90% of the class of 2018 took at least one DP exam, 60% completed the requirements of the DP, and 41% of the class earned the diploma. All of this is happening at a public high school in the United States, where it is more common to find small DP cohorts - often selected by restrictive gatekeeping measures.

Read the full case study here [643 KB] .
Listen to webinar recording

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Learn more about the IB Excellence and Equity Initiative (E2) through these case studies.

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https://docs.google.com/document/d/1sRWLQZkOpWymVnbcuDtNSSWr9Eb9tKbV/edit

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SEL Skill Scaffold TEMPLATE (please make a copy with your group_s names).docx

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Dr. Allison Navas is a staff developer and researcher specializing in mixed methodologies to explore the causes of underachievement among gifted students. Her work emphasizes training educators to enhance students' social and self-management skills through research-based instruction. With over a decade of experience, she has collaborated with schools across the US, Europe, Latin America, and Asia. Dr. Navas, an avid coffee enthusiast and skier, resides in Lima, Peru. She holds a PhD in Educational Psychology from Texas Tech University.

1. www.teammetacognition.com

2. LinkedIN: https://www.linkedin.com/company/team-metacognition

3. Instagram: @team. metacognition

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https://focuskeeper.co/

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Focus Keeper helps you keep your productivity high! Stay focused on any task you are working on, such as study, writing, or coding and get things done.

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Autobiography Activity (9 th Grade)

SEL Skill: Social: provide an opportunity for students to analyze the impact of their behavior on the class or on a group performance

ATL Skill: Communication: provide opportunities for students to read and understand different types of texts

Objective (s): SWBAT:

1. Create an autobiography including the following categories: Interests/Talents, Important People, Something that Represents You, and Something That You are Proud Of.

2. Find a partner and share your autobiography. You will then present information about your partner’s autobiography with the class.

Academic Content (Lesson/Unit Steps)

1. Follow the directions on the attached document and write 6-8 sentences (2 paragraphs) for each of the following category.

2. What are your interests and talents

3. Name and important person in your life

4. List something you are proud of

5. Something that represents you

2.  Switch autobiographies with another classmate.

Complete the following:

a.  Read your partner’s autobiography

b.  Ask which section they would allow you to share

c.  Introduce your classmate by sharing 1 of categories in their autobiography

d. After doing so, share your favorite fact about your partner

Positive Interventions Project

On Monday you will design a visual to correspond to each category of your autobiography

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After watching 2 videos from the choice of 8 of the Sentis series, complete the following as a Padlet post 

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After watching 2 videos from the choice of 8 of the Sentis series, complete the following as a Padlet post 

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LINK (Copy and Paste into browser: https://www.youtube.com/playlist?list=PL53nCCeNj-RQDhbjE9LjvnFad-wdB5bw7)

1. Using the Thinking Routine, "See, think, wonder, "

http://www.pz.harvard.edu/sites/default/files/I%20Used%20to%20Think%20-%20Now%20I%20Think_1.pdf

2. Do a little research, which parts of the brain are known as the PRIMITIVE, FEELING, and THINKING parts of the brain?

3. What do each of these parts of the brain do?

4. How does knowing this information help and inform our SEL work?

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The Sentis Brain Animation Series takes you on a tour of the brain through a series of short and sharp animations.

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Using your own background knowledge and the CASEL framework, come up with a definition of social emotional learning and post it here.

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We define social and emotional learning (SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

New to Social and Emotional Learning? Start here (2 min. read).

Think of a young person in your life. What skills will they need to achieve their hopes and dreams?

Chances are, you just named social and emotional skills - like staying motivated, communicating effectively, practicing curiosity, and working with others to solve problems. Social and emotional learning, or SEL, helps develop the skills we need for life.
Hear why students, parents, and educators want SEL in schools. Here are 3 things to know about social and emotional learning:

1. Social and emotional learning is a foundation for many of our most pressing priorities: SEL helps young people - and adults - learn and practice skills that set them up for academic success, fulfilling careers, healthy relationships, and responsible civic engagement.

2. The research is clear: Social and emotional learning in schools leads to positive outcomes, including better academic performance, and decreases in stress and anxiety.

3. There's no one-size-fits-all approach: Social and emotional learning brings families, schools, and communities together to make sure every child has caring relationships and what they need to learn, grow, and thrive.

Subscribe now for our expertly curated 3-part email series delivered straight to your inbox. We'll roundup the key facts from our website on SEL is, it matters, and it shows up in schools.

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SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.

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Perseverance and Passion towards long term goals and promoting a growth mindset. Abilities are not fixed, and we can learn and grow from failure.

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Grit: The power of passion and perseverance

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Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled. Here, she explains her theory of “grit” as a predictor of success.

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https://docs.google.com/document/d/19uHGQcE07Ni3VFgWa95CngZNAVktdTb66AXeNeDsdWU/edit

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Expressionism Activity (9-12)

SEL Skill: Self-Awareness: provide an opportunity for students to identify and analyze their emotions

ATL Skill: ground discussion of abstract concepts in real-life examples or case studies

Objective(s): SWBAT:

1. Identify and analyze emotions’ representation through color, line, value, subject matter

2. Apply above to an emotion they are feeling in a visual representation

Academic Content:

1. Introduction of the history of Expressionism

2. View the video: https://www.youtube.com/watch?v=O_Lww20udbo

Using the artwork examples at 2:29 of the video, answer these questions for each example set.

1. What emotion does it seem to be portraying?

2. What colors assist with this feeling?

3. What types of lines were used for the feeling?

4. Was value used? Was it light or dark? Did it influence the feeling?

5. Was the subject matter realistic or abstract? How did this create an influence?

6. At 3:23 in the video it asks:

7. How are you feeling today?

8. What emotion or thoughts do you want to express in your work?

9. How can you use color, line, subject matter to express this?

Make a list or sketch out ideas

1.  What material would best fit your idea? (this may be changed based on level, could be specific or open ended)

2. What specific questions do you have for your peers or teacher to help you express yourself?

Lesson/Unit Activities

1. Answer the above questions for both sections of the video

2. If you have specific questions you need answered to help express yourself, ask your intended person: a peer or your teacher. List their suggestions next to your own.

3. Plan out your project

4. Create your project

5. Share your project in a critique , take note of suggestions, constructive criticism, and achievements.

6. Make adjustments

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1. Using the Thinking Routine, "I used to think _______, now I think ______" for 2 videos
A. Managing stress for safety :  I used to think I was managing stress by just completing the task by deadline, now I think taking moments to re-access how I am feeling is better management.
B. Conscious vs Subconscious thinking: I used to think I made conscious decisions on almost all aspects of creativity now I think with the practice I have done creating there are moments where I subconsciously make choices that appear in my work.

2. Research:
A. PRIMITIVE :  the brain stem, limbic region and the amygdala.  This instinctive part of the brain is well developed from birth and is responsible for:

Basic functioning – breathing, blinking, heart beating, flinching, digestion etc.

Innate responses – fight, flight, freeze and flop.

Producing strong emotions such as anger and fear.

B. FEELING : Three brain structures appear most closely linked with emotions: the amygdala, the insula or insular cortex, and a structure in the midbrain called the periaqueductal gray. A paired, almond-shaped structure deep within the brain, the amygdala integrates emotions, emotional behavior, and motivation.

C.  THINKING : The frontal lobe is primarily responsible for thinking, planning, memory, and judgment. The parietal lobe is primarily responsible for bodily sensations and touch. The temporal lobe is primarily responsible for hearing and language.

4. I think knowing this helps with SEL because it can help us recognize if someone is actively trying to feel a certain way or if its passive and subconsciously done.

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https://www.youtube.com/watch?v=1Evwgu369Jw

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SEL Skill: Social. Provide students the opportunity to analyze the impact of active listening in Communication.

Academic Content: Communication: Provide students the opportunity to practice listening skills

Objective(s):

1. Watch a video to define what active listening is and its characteristics.

2. Find a partner and participate in an interview to practice active listening.

Academic Content (Lesson/Unit Steps)

1. Activate Prior knowledge and Watch the video.

What is Active Listening?

What makes a good listener?

Provide an example from your own experience that shows active listening.

1. Participate in the Interview.

Questions will be provided to students and they will select 3 for their interview..

Students will proceed to the Interview.

1. After participating in the Interview, share in group regarding:

Share differences and similarities.

What was something that caught your attention from the other students' responses?

Were they found distractions while doing the interview?

I used to think….. Now I think….

Positive Interventions Project

Over the next 3 days students identify active listening strategies while communicating with others.

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Activity 1: Videos

Video 1: Areas of the Brain.
I used to think that our primitive system was the responsible in activating our flight and fight response and now I think that both primitive and middle feeling region are needed for this to take place.

Video 2: Conscious vs. subconscious thinking
I used to think more of our behaviors will happen at a conscious level now I think that 95% of our behaviors and reactions happen at the subconscious level.

Activity 2:

Primitive
The hypothalamus regulates body temperature, synchronizes sleep patterns, controls hunger and thirst.

Feelings
The amygdala is responsible for the perception of emotions such as anger, fear, and sadness, as well as the controlling of aggression. It is related to Self-awareness, Self-Management.

Thinking
The frontal lobe is primarily responsible for thinking, planning and decision making. It is related with Self-Management and Thinking Skills.

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SEL Skill: Have students work in small groups

Academic Content:

VA.2.C – Critical Thinking and Reflection

VA.2.S – Skills, techniques, and Processes

Objective(s):  Students will be able to create a sculpture with stones, similar to the work of artist Ugo Rondinone. The will include The Color Theory and the concept of gravity.

Lesson/Unit Activities:

Students will work in groups of four

Students will decide the focus of The Color Theory: warm colors or cool colors

The groups will analyze the shape and weight of each stone in order for them to withstand gravity while stacked (no more than 5 stones used)

Students will paint each stone

Students will stack the stones without any adhesive. The column which they create should not fall

Ideally, since there is a sculpture of Ugo Rondinone in the neighborhood, an extension of this lesson could be visiting the museum site.

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I use to think multi-tasking was difficult, now I know humans receive thousands of bits of information through their senses, but they can only process 4 bits at one time.

The brain is the control center of the body. The primitive region is found in the base of the brain. The middle lobe controls feelings. The front and top lobes controls thinking.

Primitive- controls basic life functions (HR, RR, balance, posture, danger)
Feeling- emotional and social experience, fight or flight response
Thinking- stores memories, allows for planning, problem solving, communication, likes, dislikes.

Connects to SEL because understanding where emotions, thinking, and primitive functions come from will help determine
what type of support certain individuals need. It can help adults identify what functions of the brain are well developed and which exercises can support the other parts of the brain that need strengthening.

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ELA Peer Revision Activity

SEL Skill: Self-Management Skills

ATL Skill: Require students to revise and improve on work previously submitted.

Academic Content: English literary analysis essay.

Objective(s): Students will be able to discuss the literary elements used in gothic fiction in a literary analysis essay.

Lesson/Unit Activities

1. Students will meet with their partners to discuss our opener

1. How did you feel when you received your initial feedback?

2. Glows? Grows?

3. What is something your reviewer should consider while reading your essay?

4. What are some concerns you would like me to address during the review?

2. Students will share their essay links with their partner.

3. Students will use the guided peer review document to assess the essay. (Students received feedback from the instructor. This review is to determine if they provided the necessary changes/requirements.

4. Students will review the feedback and make changes.

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1.     Video #1: I used to think managing stress was only about organization, but I think stress management is about balance.

Video #2: I used to think the subconscious was just in the background, but I think it affects our actions much more than we think.

2.   Primitive: Brain Stem or Limbic System - Basal Ganglia

Feelings: Amygdala

Thinking: Cerebrum

3.   Primitive: Brain Stem or Limbic System - Basal Ganglia Def. breathing, heartbeat, blinking

Feelings: Amygdala: emotional response (i.e. fear, anxiety)

Thinking: Cerebrum: controls voluntary muscles

4.   Similar to learning styles, knowing the parts of the brain allows us to better connect with our students and be able to recognize emotional cues as well as their cognitive ones.

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1. I used to think that the brain weighed more, now I know it only encompasses 2% of our body weight.

2. I used to think that everyone's brain was wired a certain way, now I know that through changing thought patterns and processes we can rewire the brain.

3. The Primitive area of the the brain is responsible for basic life function and is located in the base.

4. The Feeling area of the brain is responsible for socio and emotional responses and is located in the middle of the brain.

5. The Thinking area of the brain is the largest area and is responsible for memory, planning, imagining, and decision making. This area of the brain can override the middle area if need be.

6.  Knowing this information affords one the ability to provide better instruction because the brain is "plastic" and "flexible" and "adaptable".  Teachers can help students change negative behavioral patterns by teaching skills using mindful, positive, consistent strategies to reroute and develop positive neuropathways and dissolve negative ones.

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Task 1: Videos

“Managing Stress for Safety”

I used to think pushing through stressful situations was a way to manage stress. Now I know a simple question like “what is important now” is more beneficial.

“The Social Brain”

I used to think social interaction at work was not as important because I’m introverted. Now I think it should be something I practice more because of the biological benefits.

Task 2:  Parts of the brain:
Primitive- Basic functions that help us to live or survive (brain stem, heartbeat, breathing)

Feeling- Emotional regulation; amygdala

Thinking- decision making and problem-solving; cerebrum

Awareness of the brain’s role in our lives helps me to understand how we all develop and process information.

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1. Video: I use to think SEL was only for kids, but now I know it is also something adults do.

2. Video: I use to think that only controls our thoughts, but now I know it controls the entire nervous system.

3. Primitive- hindbrain and medulla

Feeling-The amygdala is responsible for processing strong emotions, such as fear, pleasure, or anger

Thinking- the cerebrum initiates and coordinates movement and regulates temperature

3. Primitive helps confer anterior-posterior and dorsal-ventral spatial information to early differentiating cells during gastrulation

Feeling- a procession of our emotions, happy, sad, anger

Thinking- function enables speech, judgment, thinking and reasoning, problem-solving, emotions, and learning

4. Overall knowing how the brain works and how it needs to function gives us a better idea of how we need to respond and take care of ourselves.

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Thinking routine:
Video#1: I used to think that each section of the brain worked independently , but now I think we use the different sections sometimes simultaneously and they are interdependent.

Primitive: body function, survival scan
Feelings: SEL, emotions and experiences
Thinking: decision making, problem solving, communication

Video #2: I used to think the subconscious brain was more about automaticity , but now I know that the conscious brain actually works together with the subconscious brain.

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1. I used to think that all emotions were regulated by a specific part of the brain, now I think there are certain levels of emotions that live in certain parts of the brain that help us make the most informed decision possible based on the perceived problem.

1. Create summary sentences on the 2 videos you watched.

1. How the Brain Works: The brain uses about 20% of the body’s energy and creates 10-25 Watts of power to help keep us alive and help us with simple and complex goals/tasks.

2. Limitations of the Brain: Our body functions as a giant sensor through our 5 senses (touch, taste, smell, hear, sight) that help feed information to the brain to make decisions that help navigate our complex environment.

1. Do a little research. Which parts of the brain are known as the primitive, feeling, and thinking parts?

1. The basis for the Primitive, Feeling, and Thinking brain (3 brains model) seems to come from neuroscientist Paul MacLean in his ‘Triune Brain” model. I’m not a brain expert, but I believe this is how they translate based on the Triune model, and medical terms.

1. Medulla Oblongata - Reptilian Brain - Primitive

2. Amygdala - Limbic System - Feeling

3. Cerebral Cortex (Neocortex) - Thinking

1. What does each of these parts of the brain do?

1. Primitive - Breathing, heartbeat, and coordinating our movements balance/posture. It scans our environment to search for threats.

2. Feeling - Emotional and Social experience through life. Emotions and impulses come from this region and are activated when the primitive part triggers the fight or flight response. It helps us create memories from strong feelings.

3. Thinking - most extensive and most developed. Stores memory, plays, imagine/analyze, finds solutions, and communicates with others. We can take control of decision-making and choices. Gives us our likes, dislikes, hopes, and ambitions. It’s what makes us different from all other animals on this planet.

1. How does knowing this information help and inform our SEL work?

1. I think the 3 brains model (Primitive, Feeling, Thinking) helps us interpret that some students are not able to perform emotionally challenging work because they have yet to feel safe (primitive), have been conditioned to avoid the work of SEL (feeling), or have not had sufficient opportunities to practice building stronger neuropathways that help us control/regulate our response to perceived danger.

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Michele:
Managing Stress for Safety Video

This seems like a good video choice for me giving my current situation.  I woke up yesterday with no power.   It was not an outage. It was my Air Conditioner.  And now I stress about when I will get a new air conditioner and the process it will involve!

What I see:   more with less...less time, less resources, less rest...
What I think:  This is so important for our students.   They need to be taught SEL skills so that they can be more successful in the classroom and as life-long learners.
What I wonder:   As a learning strategist, I wonder how to help teachers (who are also stressed) see the benefits of incorporating SEL into all of their lessons and not doing it as a stand alone lesson.

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Video 2 Areas of the brain

I see that the brain's main function is survival first, with thoughts, feelings and actions to that end of... plain and simple survival.
I think this is why so many people tend towards fight or flight. This gives me pause to wonder, how important SEL is to teaching our brains how to self regulate, pause and understand that anxiety is a natural function of the brain that must be kept in check.  Merely surviving by the brain's function is actually not good for the brain!  There is more to life and our brains need to lighten up!

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I see the brain is the control center for EVERYTHING. I think there is still so much more to learn about the brain. I wonder why and how the brain deciphers between what is automatic or instinctual versus choice like behaviors and habits and then when situations happen in our lives these connections change or can be lost.

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Learning to speak Spanish

Step 1...4 years of high school Spanish

Step 2...4 years of college Spanish

Step 3... spend 8 weeks in Mexico in intensive Spanish

Step 4.... 20 years go by, return to college to be a teacher and need an academic major...pick Spanish.

Step 5...Take a 300 level Spanish class at UofM and get a C, causing you to hire a Spanish tutor to raise your grade to an A

Step 6..... 20 years go by...get a student who speaks NO ENGLISH and try out your rusty Spanish...leads to lots of funny mistakes on your part

Step 7... join DuoLingo and do it every single day without fail

Step 8....meet with student and parent 45 minutes before school every day to talk in Spanish and English

Step 9.... continue DuoLingo till you are dead in a box

Step 10 join a Spanish speaking group that meets weekly and speaks only Spanish and LOVES to correct you

Step 11 NEVER STOP PRACTICING

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1. Watched my mom.

2. Practiced with my mom.

3. Organized childhood bedroom.

4. Organized first apartment.

5. Organized first classroom.

6. Organized first house.

7. Organized first home with children.

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Students will use communication skills to retell a story.

Focus is: Listen to the story, then work in a group on communication to sequence the story. Sequence means putting the story in order from beginning to the end.

Read aloud the "Very Hungry Caterpillar".

Break into small groups.

Verbally retell the story. - Show you understand the text - All group member contribute - Be a good Listener.

Now, construct the story using pictures on the story board, and write the number of items for each food.- Did you retell and the pictures match? - Were they different?

Choose a storyteller to share your story and picture with the class.

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Character Strong Lesson - Empathy (Kindness)

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Character Strong Lesson - Empathy (Kindness)

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ATL: Communication and Thinking Skills

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Character Strong Lesson - Emaphy (Kindness Week)

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SEL Skill: Empathy- I can identify, discuss, and communicate through writing, how I show empathy for others.

ATL Skill: Communication- I can communicate in a small group activity through speaking, listening, and writing to identify examples of empathy.

Content Obj: I can identify main characters, events, and how characters respond to events in the story.

Empathy-Literacy K-3 Teri, Shannon, Maggie

Steps to Teach

1.       Introduce Story-define it-Empathy is awareness of other’s feelings and ability to see situations from alternate points of view. How does it feel when you see others hurt or upset?

2.       Read Aloud-“The Invisible Boy”  by Trudy Ludwig- The Invisible Boy by Trudy Ludwig - YouTube (youtube-nocookie.com) – whole group discussion questions;

·       Who was the main character?

·       What was happening to him in the story?

·       Why did he feel invisible?

·       What changed in the story?

·       How do you know what the characters might be feeling?

(Make connections for the students with the feelings and the feelings associated with empathy…. Compassion-concern/understanding/generous/tender hearted, care, genuine interest, kindness)

3.       Model It- fishbowl-Role play leaving someone out (choose 3 students to help you role play leaving someone out. Create a scenario where one student is observing and feeling empathy, one is left out, and two students are leaving someone out)

4.       Break into groups of 3-5 students (approx. 10 mins)

Role play the time that

·       One student audience- tell student when role play is over to report how he/she felt for the person left out.

·       One person left out.

·       Two people leaving someone out.

·       If time allows swap roles so everyone can experience different perspectives.

5.       Whole group

·       How did you feel when you were invisible?

·       What did you feel while watching the person being left out.

6.       Ask students if they can think of other times when they have felt empathetic to other people or animals.

7.       Give students a Post It note and get them to write down a time that they felt empathy. These memories can be stuck on a poster with the heading, “I show empathy when……”

8.       To close the activity, ask the children to share what they wrote on the Post It notes displayed on the poster.

Remind students: Empathy is important in almost every aspect of daily life. It allows us to have compassion for others, relate to friends, family and even strangers. When we can feel for others, it has a positive impact on the world.

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Feelings Magnet

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Buy Kanayu 4 Pcs Feelings Wheel Magnet 7 Inch Therapy Emotion Wheel Magnet Magnetic Mental Feeling Chart Social Work Magnet for Kid Counselor Social Worker School Office Emotional Fridge (Greenery): Educational Charts & Posters - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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https://casel.org/casel-sel-framework-11-2020/?view=true

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Summary

Want to better understand what SEL is, why it's important, and where it happens? Our Framework, or the "CASEL Wheel", is the best starting point.

VIEW MORE

What is SEL?
Social and emotional learning (SEL) is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
What are the SEL competencies?
Educators, families, students, community organizations, and researchers around the world use our wheel to better describe what SEL looks like in practice. The five broad, interrelated areas of competence are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Want to dig deeper into any of these? Visit our interactive wheel for examples of each competency.
Where can SEL be taught and practiced?
Our framework takes a systemic approach that emphasizes the importance of establishing equitable learning environments and coordinating practices across four key settings: classrooms, schools, homes, and communities.

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Want to better understand what SEL is, why it's important, and where it happens? Our Framework, or the "CASEL Wheel", is the best starting point.

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2 Pcs Things I Can Control Therapy Office Desk Decor with Black Base Calming Emotions Wheel Chart Mental Health Decor Feelings Psychology Decor for Home Office School Counselor Women Men (Greenery)

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Features: Warm and nice gift choice: The wood round psychology decor is practical and meaningful, you can send it to your family, friends, students, classmates, coworkers and other people as a Christmas, Thanksgiving and other holiday gifts, enhancing your relationships with them. Offering you a...

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Mindsight 'Breathing Buddha' Guided Visual Meditation Tool for Mindfulness | Slow Your Breathing & Calm Your Mind for Stress & Anxiety Relief | Perfect for Adults & Kids

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A gentle reminder to pause and reset at home or away. The natural breath is one of the best ways to calm a stressed or anxious mind. The Breathing Buddha is a simple and fun tool for adults and kids that guides the user through different breathing techniques using color prompts for inhale, hold, ...

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Latest Videos

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Visit CBS Mornings on CBSNews.com: Hosted by Gayle King, Tony Dokoupil and Nate Burleson in New York City weekdays on CBS and Paramount+.

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I use this for inferencing with real world stuff.

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Middle School SEL Curriculum - CASEL (p1-3)and ASCA (p4-6) Alignments - CharacterStrong

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This infographic will go along with the following caption: "PSPE is an integral part of our PYP learners. It stands for Personal, Social and Physical Education. The PS part is taught by our amazing teachers and counselor in classes. Here's a gist of what our learners learn and practice during the lessons. With our PSPE lessons we aim to develop our learners as caring, open minded, principled and good communicators in their lives. #SEL #PSPE #learnerprofiles #IB #PYP"

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Parent PDF/Continued Collaboration - Luis M. Zarco

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Parent PDF/Continued Collaboration - Luis M. Zarco

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Ideally I would like to turn it into an infographic. I tried to stick to the CASEL framework covered in our reading specifically because of its use of student and parent facing language vs some of the other articles. Like all things IB I'm considering this a work in progress and I would like to keep the 1 page format, but also incorporate how learner profiles play a role in SEL development from the larger research document.

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Each group member gets an SEL word/emoji. Each member needs to walk around and ask Yes/no questions to be able guess the SEL word or emoji that's attached to his/her back.

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How can we build reflection into the curriculum in an organic and natural manner? 

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How can we build reflection into the curriculum in an organic and natural manner? 

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PZ’s Thinking Routines Toolbox | Project Zero

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Donna-

Step One- Inspired by 4th grade teacher who brings her guitar to school and plays songs after all of our work is done.

Step Two - For the next year, beg your parents to buy you a guitar.

Step 3 - Take the new guitar and New Book that comes with it: Teach Yourself the Guitar (beginner) and teacher my self how to play the guitar at age 10.

Step 4 - Practice, at first by manually moving your fingers to make the chord shapes.

Step 5- practice, practice, practice, and practice some more.

Step 6- Ask parents for guitar lessons because you realize that you need a teacher to help you imporve on your playing.

Step 7- Take 2 years of guitar lessons and improve.

Step 8- Continue to practice and play my instrument with other people.

Step 9 - Play contemporary Christian music all around Southern California with my husband at colleges and churches.

Step 10- Become a music teacher on the Big Island of Hawaii.

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108,000+ Acoustic Guitar Stock Photos, Pictures & Royalty-Free Images - iStock

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Search from Acoustic Guitar stock photos, pictures and royalty-free images from iStock. Find high-quality stock photos that you won't find anywhere else.

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Learning to drive

Step 1: Learn how to use the break

Step 2: Practice driving and turning

Step 3: Keep practicing in safe areas like empty parking los till you feel confident

Step 4: Put it all together- go from streets to freeway and pray to god

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1. Fielding a baseball

2. I've watched hundreds of hours of baseball and played on a team as both a kid and an adult. When watching, I paid close attention to the form of MLB infielders. Between the ages of 7 and 12 or so I spent hours every spring / summer day throwing a ball against a wall trying to replicate the form of professional players.

3. You would have seen me in front of my parents' house throwing a ball and practicing my fielding form -- again and again and again.

4. a) Before the pitch, think about your positioning -- based on the batter / pitcher / scenario. b) before the pitch, get in a fielding position -- put your weight in your quads, butt over your heels, back straight, glove open towards the plate; c) as ball is hit, move laterally or forward, retaining squatting position as much as possible; d) whenever possible, field the ball with your body square to it, glove in front of you between legs (this won't always be possible based on position of ball, of course); e) once fielded, bring glove (with ball in it) up to throwing position; legs should now drive towards the base you're throwing to -- take a hop step if possible; f) your body should follow through on the throw

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Learning to play Classical Guitar

Step one: Learn technique

Step two: Learn how to read music

Step three: Learn Music Theory

Practice is fundamental. Practice everyday for a minimum of 30 minutes. You can at this point play very simple music.

Step four: Start playing more advanced pieces.

Step 5: Self management and perseverance. When certain measures get difficult learn to balance and control possible frustrations.

Steps 6: Learn Evocacion

Step 7: PRACTICE, PRACTICE, PRACTICE!!!

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Steps to becoming a good cook

Step 1- Watching family cook when I was young

Step 2- Building courage to actual start being comfortable in the kitchen

Step 3- Making sure I had the necessary ingredients

Step 4- Learning that sometimes you can't take shortcuts when making certain foods

Step 5- Being open to try new things

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Learning to use a drill.

Start by ensuring that the bit is secure in the screw head.

Make sure that you are putting adequate pressure on the drill to drive the screw in.

If you are drilling a long screw into the wood, create a pilot hole first.

Make sure to secure the pieces you are drilling together, either with clamps or a free hand.

Make sure that you have selected the correct size for your screw so that it does not poke through the wood.

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It took me 3 years to learn, lots of practice and playing. If you record today, you would see the difference of having a clumsy person doing it to someone who has a better idea on how to play and hold their own on the court.

Teaching it

1. Teach the person the rules on how to play first, how to keep score, how to count the score, where to serve and how to serve.

2. Show them how to use the paddle correctly.

3. Teach them how to hit the ball and keep it in play on the court.

4. Explain the importance of placement instead of just hitting hard.

5. Teach them how to drill at the Kitchen line and serving.

6. Practice playing.

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1. Eat whatever slop your parent puts on the table . . . it was edible, but weekly repeatable and BORING!!

2. Decide you want to eat more variety, so have to teach yourself how to cook. (parent not a chef, but a food dispensary so children didn't starve - LOL).

3. Start quick and easy - mac & cheese, grilled chicken, hamburger helper, etc.

4. Play with additions to make these recipes more exciting (green chile mac & cheese; bruschetta chicken, etc)

5. Save good looking recipes and try them. . . . follow to the letter. Get feedback from friends and family.

6. Retry recipes with adjustments based on feedback.

7. Get busy in life ... husband suggests a meal kit. . . . LOVE THEM and learn some new tricks to apply to old recipes.

8. Keep saving good looking recipes. . . . but now you can adjust amounts of seasonings by taste as well as swap out ingredients that act the same (ex: marscapone for sour cream or cream cheese because your husband hates them)

9. Be adventurous and try new things often! Most of the time you end up with something edible, but if not, you can always go out to dinner!

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I do various Crossfit movements such as cleans, snatches, front squats, back squats, and deadlifts among other things. The process was very slow and challenging. Many times I wanted to quit because it felt overwhelming. If you recorded me doing the movements, you probably would see me stretching and warming up and then sweating and struggling to breathe at times. If I was explicit with a particular movement, I would start with a front squat by placing your feet about hip with apart and finding your comfortable squat position, rest the bar on your front rack, you may feel slightly uncomfortable by keeping the bar where its very close to your throat, keep your elbows high, look straight forward at all times, brace your core and drop into your squat, and exhale on the way up.

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1. Purchase 2 clothes line ropes (about 14-16 feet long).

2. Find 3 friends: 2 people will hold the end of each rope.

3. Each person will turn the rope in the following manner.. From the elbow, move your left arm clockwise towards the center of your body in a circle, and move your right arm counterclockwise towards the center in the circle. Make sure not to overlap the circles! AND Make sure to turn the ropes at the same time!

4. Once the twirlers have the rhythm, the 3rd person will jump into the ropes, make sure to jump in the center.

5. As the jumper jumps, the turners will continue turning the rope and the same pace the jumper jumps. If you want to be fancy, show off some fancy footwork!

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Step 1: Learning to play a guitar at age 12

Step 2: 6+ years of music training including MS Band, HS Band and private lessons.

Step 3: Listening to countless hours of rock music, preferably sad depressing Emo music to really tap into the emotional catharsis of song writing

Step 4: Learn song struct (verse, chorus, verse, chorus, bridge...)

Step 5: Write sad depressing song for people to enjoy!

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1. Boil 3/4 of water in a pot.

2. Add 2 teaspoons of salt, bay leaves and

3. Cook the 2 lbs of pork in the boiling water. boil for about 30 minutes

4. On another pan boil 10 tomatillos, 1/2 onion, 2 cloves of garlic then Blend the sauce. Place the tomatillos, chopped chiles, onion, garlic, and 1/4 cup broth in a blender and blend until smooth.

5. Mix the pork with ½ of the sauce.

6. Soak the husks and make the dough.

7. Spread the dough over the dried husks.

8. Dollop the filling onto the dough.

9. Fold the tamales.

10. Steam the tamales for about 1.5 hours until fully cooked.

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Step 1- Purchase the ingredients for spicy ground turkey chili

Step 2- Rehydrate the pasilla peppers in hot water for 20 to 30 minutes, or until softened; drain. Remove the stems and seeds; dice the peppers.

Step 3- chop the bell peppers, jalapeños, garlic, onion

Step 4-Warm the oil in a large pot over high heat. Add the pasillas, bell peppers, jalapenos, garlic and onions and cook until caramelized, about 8 minutes.

Step 5- Add the turkey and gently stir, cook until the meat is no longer pink

Step 6- Enjoy your chili any way you choose (bowl and garnish with cheddar cheese, fritos bag and add chili, hotdog chili)

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I have learned power lifting over the years starting in 7th grade . The focus is lifting heavy weights with good forms such as squat , bench, deadlift, hang cleans. I have learned from great coaches along the way from high school and college. If you were going to record me learning through the years when I first started, I was more focused on the correct form and progressions to mastering the form and gradually adding weights as the years went on.

When teaching this to my athletes I start with no bar, then to bar, then to adding only 5 pounds on each side and etc until I feel comfortable enough for them to add weight gradually. I use a lot of key terminology for kids to remember when doing the lifts.

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Created by Matt Schwarzfeld, Michele Wisniewski, Julissa Almaguer and Juan Deleon

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https://drive.google.com/drive/folders/1fpytiUi9RnT67-HU6Ot2IUMLa7EBe0k8?usp=drive_link

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What do your students need most to be successful?

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What do your students need most to be successful?

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Productive Struggle into a Growth Mindset

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Productive Struggle into a Growth Mindset

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Teaching High School Students to Share Ideas Confidently and Understand Their Learning Using Socratic Seminars

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How to Handle Frustration By Donna Hansen

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Communication skills: have students give an oral presentation without reading from their notes

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Subskills Rubric (Deborah and Alejandro) 

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Subskills Rubric (Deborah and Alejandro) 

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https://docs.google.com/document/d/1VtYAIKSJd_FKd-VsFlOQhtiFntsvA52usJxWqWHyu68/edit?usp=sharing

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Social skills: have students peer assess their group performance or process

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Social skills: have students peer assess their group performance or process

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Rubric for Communication - Ask students to formulate arguments clearly and coherently

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This is the list of sub-skills we used at my school in New Orleans

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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TEMPLATE ENFOQUES: secuenciador de actividades

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Tools for Talking When Stakes Are High By Kerry Patterson Joseph Grenny Ron McMillan Al Switzler

McGraw-Hill

Copyright © 2012 Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler
All right reserved. ISBN: 978-0-07-177132-0

Chapter One

The single biggest problem in communication is the illusion that it has taken place. -GEORGE BERNARD SHAW

What's a Crucial Conversation? And Who Cares?

When people first hear the term "crucial conversation," many conjure up images of presidents, emperors, and prime ministers seated around a massive table while they debate the future. Although it's true that such discussions have a wide-sweeping impact, they're not the kind we have in mind. The crucial conversations we're referring to are interactions that happen to everyone. They're the day-to-day conversations that affect your life.

Now, what makes one of your conversations crucial as opposed to plain vanilla? First, opinions vary . For example, you're talking with your boss about a possible promotion. She thinks you're not ready; you think you are. Second, stakes are high . You're in a meeting with four coworkers and you're trying to pick a new marketing strategy. You've got to do something different or your company isn't going to hit its annual goals. Third, emotions run strong . You're in the middle of a casual discussion with your spouse and he or she brings up an "ugly incident" that took place at yesterday's neighborhood block party. Apparently not only did you flirt with someone at the party, but according to your spouse, "You were practically making out." You don't remember flirting. You simply remember being polite and friendly. Your spouse walks off in a huff.

And speaking of the block party, at one point you're making small talk with your somewhat crotchety and always colorful neighbor about his shrinking kidneys when he says, "Speaking of the new fence you're building ..." From that moment on you end up in a heated debate over placing the new fence-three inches one way or the other. Three inches! He finishes by threatening you with a lawsuit, and you punctuate your points by mentioning that he's not completely aware of the difference between his hind part and his elbow. Emotions run really strong.

What makes each of these conversations crucial-and not simply challenging, frustrating, frightening, or annoying-is that the results could have a huge impact on the quality of your life. In each case, some element of your daily routine could be forever altered for better or worse. Clearly a promotion could make a big difference. Your company's success affects you and everyone you work with. Your relationship with your spouse influences every aspect of your life. Even something as trivial as a debate over a property line affects how you get along with your neighbor.

Despite the importance of crucial conversations, we often back away from them because we fear we'll make matters worse. We've become masters at avoiding tough conversations. Coworkers send e-mail to each other when they should walk down the hall and talk turkey. Bosses leave voice mail in lieu of meeting with their direct reports. Family members change the subject when an issue gets too risky. We (the authors) have a friend who learned through a voice-mail message that his wife was divorcing him. We use all kinds of tactics to dodge touchy issues.

Jurassic Sales Call

Author Joseph Grenny takes you inside the VitalSmarts Video Vault and introduces you to Rick, who is training a new sales associate. Watch as the new associate, Michael, causes a scene in front of a client. How would you handle this crucial conversation?

But it doesn't have to be this way. If you know how to handle crucial conversations, you can effectively hold tough conversations about virtually any topic.

HOW DO WE TYPICALLY HANDLE CRUCIAL CONVERSATIONS?

Just because we're in the middle of a crucial conversation (or maybe thinking about stepping up to one) doesn't mean that we're in trouble or that we won't fare well. In truth, when we face crucial conversations, we can do one of three things:

* We can avoid them.

* We can face them and handle them poorly.

* We can face them and handle them well.

That seems simple enough. Walk away from crucial conversations and suffer the consequences. Handle them poorly and suffer the consequences. Or handle them well.

"I don't know," you think to yourself. "Given the three choices, I'll go with handling them well."

When It Matters Most, We Do Our Worst

And then we have the rest of our lives. These are the moments when, for whatever reason, we're at our absolute worst-we yell; we withdraw; we say things we later regret. When conversations matter the most-that is, when conversations move from casual to crucial-we're generally on our worst behavior.

We're designed wrong . When conversations turn from routine to crucial, we're often in trouble. That's because emotions don't exactly prepare us to converse effectively. Countless generations of genetic shaping drive humans to handle crucial conversations with flying fists and fleet feet, not intelligent persuasion and gentle attentiveness.

For instance, consider a typical crucial conversation. Someone says something you disagree with about a topic that matters a great deal to you and the hairs on the back of your neck stand up. The hairs you can handle. Unfortunately, your body does more. Two tiny organs seated neatly atop your kidneys pump adrenaline into your bloodstream. You don't choose to do this. Your adrenal glands do it, and then you have to live with it.

And that's not all. Your brain then diverts blood from activities it deems nonessential to high-priority tasks such as hitting and running. Unfortunately, as the large muscles of the arms and legs get more blood, the higher-level reasoning sections of your brain get less . As a result, you end up facing challenging conversations with the same intellectual equipment available to a rhesus monkey. Your body is preparing to deal with an attacking saber-toothed tiger, not your boss, neighbor, or loved ones.

We're under pressure . Let's add another factor. Crucial conversations are frequently spontaneous. More often than not, they come out of nowhere. And since you're caught by surprise, you're forced to conduct an extraordinarily complex human interaction in real time-no books, no coaches, and certainly no short breaks while a team of therapists runs to your aid and pumps you full of nifty ideas.

"What was I thinking?" you wonder-when what you should be asking is: "What part of my brain was I thinking with?"

The truth is, you were real-time multitasking with a brain that was working another job. You're lucky you didn't suffer a stroke.

We're stumped . Now let's throw in one more complication. You don't know where to start. You're making this up as you go along because you haven't often seen real-life models of effective communication skills. Let's say that you actually planned for a tough conversation-maybe you've even mentally rehearsed. You feel prepared, and you're as cool as a cucumber. Will you succeed? Not necessarily. You can still screw up, because practice doesn't make perfect; perfect practice makes perfect.

Left with no healthy models, you're now more or less stumped. So what do you do? You do what most people do. You wing it. You piece together the words, create a certain mood, and otherwise make up what you think will work-all the while multiprocessing with a half-starved brain. It's little wonder that when it matters the most, we're often at our worst behavior.

We act in self-defeating ways . In our doped-up, dumbed-down state, the strategies we choose for dealing with our crucial conversations are perfectly designed to keep us from what we actually want. We're our own worst enemies-and we don't even realize it. Here's how this works.

Let's say that your significant other has been paying less and less attention to you. You realize he or she has a busy job, but you still would like more time together. You drop a few hints about the issue, but your loved one doesn't handle it well. You decide not to put on added pressure, so you clam up. Of course, since you're not all that happy with the arrangement, your displeasure now comes out through an occasional sarcastic remark.

"Another late night, huh? I've got Facebook friends I see more often."

Unfortunately (and here's where the problem becomes self-defeating), the more you snip and snap, the less your loved one wants to be around you. So your significant other spends even less time with you, you become even more upset, and the spiral continues. Your behavior is now actually creating the very thing you didn't want in the first place. You're caught in an unhealthy, self- defeating loop.

Or consider what's happening with your roommate Terry-who wears your and your other two roommates' clothes (without asking)-and he's proud of it. In fact, one day while walking out the door, he glibly announced that he was wearing something from each of your closets. You could see Taylor's pants, Scott's shirt, and, yes, even Chris's new matching shoes-and-socks ensemble. What of yours could he possibly be wearing? Eww!

Your response, quite naturally, has been to bad-mouth Terry behind his back. That is, until one day when he overheard you belittling him to a friend, and you're now so embarrassed that you avoid being around him. Now when you're out of the apartment, he wears your clothes, eats your food, and uses your computer out of spite.

At first you sort of tolerated each other. Then you began to get on each other's nerves. You started nagging him about cleaning up. He started nagging you about your nagging. Now you're beginning to react to each other. Every time you nag, he becomes upset, and, well, let's say that he doesn't exactly clean up. Every time he calls you an "anal-retentive nanny," you vow not to give in to his vile and filthy ways.

What has come from all this bickering? Now you're neater than ever, and your cubicle partner's half of the work area is about to be condemned by the health department. You're caught in a self-defeating loop. The more the two of you push each other, the more you create the very behaviors you both despise.

Some Common Crucial Conversations

In each of these examples of unhealthy downward spirals, the stakes were moderate to high, opinions varied, and emotions ran strong. Actually, to be honest, in a couple of the examples the stakes were fairly low at first, but with time and growing emotions, the relationship eventually turned sour and quality of life suffered-making the risks high.

These examples, of course, are merely the tip of an enormous and ugly iceberg of problems stemming from crucial conversations that either have been avoided or have gone wrong. Other topics that could easily lead to disaster include

* Ending a relationship

* Talking to a coworker who behaves offensively or makes suggestive comments

* Asking a friend to repay a loan

* Giving the boss feedback about her behavior

* Approaching a boss who is breaking his own safety or quality policies

* Critiquing a colleague's work

* Asking a roommate to move out

* Resolving custody or visitation issues with an ex-spouse

* Dealing with a rebellious teen

* Talking to a team member who isn't keeping commitments

* Discussing problems with sexual intimacy

* Confronting a loved one about a substance abuse problem

* Talking to a colleague who is hoarding information or resources

* Giving an unfavorable performance review

* Asking in-laws to quit interfering

* Talking to a coworker about a personal hygiene problem

OUR AUDACIOUS CLAIM

Let's say that either you avoid tough issues, or when you do bring them up, you're on your worst behavior. How high are the stakes? This is just talk, right? Do the consequences of a fouled-up conversation extend beyond the conversation itself? Should you worry?

Actually, the effects of conversations gone bad can be both devastating and far reaching. Our research has shown that strong relationships, careers, organizations, and communities all draw from the same source of power-the ability to talk openly about high-stakes, emotional, controversial topics.

So here's the audacious claim:

The Law of Crucial Conversations

Kick-Start Your Career

For instance, high performers know how to stand up to the boss without committing career suicide. We've all seen people hurt their careers by ineffectively discussing tough issues. You may have done it yourself. Fed up with a lengthy and unhealthy pattern of behavior, you finally speak out-but a bit too abruptly. Oops. Or maybe an issue becomes so hot that as your peers twitch and fidget themselves into a quivering mass of potential stroke victims, you decide to say something. It's not a pretty discussion-but somebody has to have the guts to keep the boss from doing something stupid. (Gulp.)

As it turns out, you don't have to choose between being honest and being effective. You don't have to choose between candor and your career. People who routinely hold crucial conversations and hold them well are able to express controversial and even risky opinions in a way that gets heard. Their bosses, peers, and direct reports listen without becoming defensive or angry.

What about your career? Are there crucial conversations that you're not holding or not holding well? Is this undermining your influence? And more importantly, would your career take a step forward if you could improve how you're dealing with these conversations?

Improve Your Organization

Is it possible that an organization's performance could hang on something as soft and gushy as how individuals deal with crucial conversations?

Study after study suggests that the answer is yes.

We began our work twenty-five years ago looking for what we called crucial moments . We wondered, "Are there a handful of moments when someone's actions disproportionately affect key performance indicators?" And if so, what are those moments and how should we act when they occur?

It was that search that led us to crucial conversations. We found that more often than not, the world changes when people have to deal with a very risky issue and either do it poorly or do it well. For example:

Silence kills . A doctor is getting ready to insert a central IV line into a patient but fails to put on the proper gloves, gown, and mask to ensure the procedure is done as safely as possible. After the nurse reminds the doctor of the proper protections, the doctor ignores her comment and begins the insertion. In a study of over 7,000 doctors and nurses, we've found caregivers face this crucial moment all the time. In fact, 84 percent of respondents said that they regularly see people taking shortcuts, exhibiting incompetence, or breaking rules.

And that's not the problem!

Excerpted from Crucial Conversations by Kerry Patterson Joseph Grenny Ron McMillan Al Switzler Copyright © 2012 by Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler. Excerpted by permission of McGraw-Hill. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Crucial Conversations Tools for Talking When Stakes Are High, Second Edition

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Crucial Conversations Tools for Talking When Stakes Are High, Second Edition [Patterson, Kerry, Grenny, Joseph, McMillan, Ron, Switzler, Al] on Amazon.com. *FREE* shipping on qualifying offers. Crucial Conversations Tools for Talking When Stakes Are High, Second Edition

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LVA SEL Skill Scaffold TEMPLATE (please make a copy with your group_s names).docx

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SEL Skill Scaffold-Jamie, Donna & Germaine.docx

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Todd Craver lesson plan for Absolute Value 

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Todd Craver lesson plan for Absolute Value 

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Craver Copy of SEL Skill Scaffold TEMPLATE (please make a copy with your group_s names).docx