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Teacher Recommended Sessions @21CLHK 2021

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Teacher Recommended Sessions @21CLHK 2021

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Please use this form for personal PD fund use request as well as other PD requests that you might have in relation to the school-wide goals, keeping in mind our school's mission statement and vision. Thanks for all that you do, and for investing in your growth as an educator during your time at KIS for our students.

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Google Forms - create and analyze surveys, for free.

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What is Culturally Responsive Pedagogy? (4m 30s video)

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What is Culturally Responsive Pedagogy? (4m 30s video)

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The "Open Transcription" option shows the text of the speakers' words, just a pro tip in case you need/want the text!

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Introduction to Culturally Relevant Pedagogy

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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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Here is the electronic handout for Danau Tanu's session with KIS on Jan. 10, 2022, for your reference, reflection, and application.

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This is the handout for the webinar presentation for the Teacher Session at KIS. It includes a list of resources mentioned in the presentation, the slide deck and additional resources.

Photo by Marissa&Eric on Unsplash.

Core topics

Hidden curriculum
What is the hidden curriculum? How does it show up in international schools?

Internalized racism
How does the hidden curriculum impact students' sense of self? What is internalized racism? In what way does it affect their relationship with their parent(s)' language and culture?

Invisible diversity
How does the hidden curriculum affect the way student diversity is perceived?

Role of educators
How do educators contribute to the hidden curriculum? What can educators do to change the hidden curriculum?

Slide deck

The slide deck from the keynote talk will be available in PDF format after the webinar.

Main text

Growing Up in Transit: The Politics of Belonging at an International School. Danau Tanu, 2018.

Resources in order of appearance

'Third Culture Kids: The Return Home'.Tim Brantingham in Sandwich Parenting.

Misunderstood: The Impact of Growing Up Overseas in the 21st Century. Tanya Crossman, 2016. (See also www.tanyacrossman.com)

Third Culture Kids: Growing Up Among Worlds, 3rd Edition. David Pollock, Ruth E. Van Reken and Michael Pollock, 2017.

Safe Passage: How mobility affects people & what international schools should do about it. Doug Ota, 2014.

Children At Promise: 9 principles to help kids thrive in an at risk world. Tim Stuart, 2003.

Isabelle Min - Transition Catalyst Korea (TCK) Institute

Jessica Wei Huang - www.jessicaweihuang.com

The Strength of Weak Ties

Original study: The concept of weak ties was originally developed to study what type of networking is useful for job search

For well being: Investing a little time to develop weak ties with students may help them feel more 'seen' and help the campus feel more inclusive

For recruitment: The concept of weak ties has been widely applied to diversifying job recruitment pools

Organisation to Decolonise International Schools
ISC Research: The international school student profile - The 2021 Report

TCKs of Asia ( Third Culture Stories podcast)
Association of International Educators & Leaders of Color (AIELOC)

Organisation to Decolonise International Schools (ODIS)

AIELOC Monthly Community Visioning

See a list of other relevant resources here.
Self-reflection: Being 'seen' (Breakout Activity)

Q1. Describe a time when you felt seen by a teacher (or any adult). Why did you feel seen?

Q2. Describe a time when you did not feel seen by a teacher (or any adult). Why did you not feel seen?

Instruction

Work in pairs. 10 minutes total.

Step 1: Speaker shares story (4 min)

Step 2: The Listener retell the Speaker's story using 'Active Listening' skills (1 min)

Step 3: Swap roles. Repeat steps 1 & 2

Active Listening

Be neutral. Do not judge.
Be attentive (nod, etc), patient and don't fill the silences.

Reflect back to the speaker what they said. Use their words as much as possible. Do not interpret. Do not add your opinion.

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The Hidden Curriculum of International Schools: Understanding the student experience & role of educators - Danau Tanu

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Danau Tanu, Ph.D., is an anthropologist and the author of GROWING UP IN TRANSIT: The Politics of Belonging at an International School in which she exposes the structural racism of international schools and international education through the experiences of Asian Third Culture Kids.

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KIS Community poems from Aug. 23, 2021

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KIS Learning Progression Descriptors & Overview

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KIS Learning Progression Descriptors & Overview

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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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This will take you to a link to download the iBook. If you had an earlier version, please DELETE that from your Books app first, before you download this updated one! Thanks!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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You can login to see this Padlet, 'shop' the PLCs and join! Take a look. Rolled out Dec. 6, 2021!

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Great resource to find ways to converse productively within your classrooms, esp. great for differentiation needs! Coaches can help you through these.

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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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by Todd Rose

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The Myth of Average: Todd Rose at TEDxSonomaCounty

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This TED video explores "The Myth of Average". High school dropout turned Harvard faculty member,Todd Rose, takes the metaphor of "adjustable seats" and applies it to the UDL principles of education.

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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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Quick "How To" Overview

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Our internal professional learning sessions run by our own teachers!

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Meet Christy. Christy is currently teaching HS Chinese language and serving as head of HS World Language Department. Prior to joining KIS in 2007, she worked as MS/HS Chinese teacher at the International School of Beijing and American International School of Guangzhou. Christy believes that

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Great for discussing texts and videos, too (e.g. TED Talks)

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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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A request for educators to follow regarding this work was made on Mar. 1, 2021 as we worked with Darnell Fine. So, here it is! Follow the list.

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All of the Minute to Win It Blueprints without the Ad

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Great tool to self- and peer-assess the level of collaboration.

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Dimensions of Co-Teaching - Levels of Collaboration

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It's a Numbers file. Please download it to use its functionalities! Thanks. :)

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Are you confusing Standards with Learning Objectives?

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Are you confusing Standards with Learning Objectives?

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Should teachers be required to write learning objectives on the board? On the one hand, it seems like a sensible expectation. When a class period begins, shouldn't students have a sense of what we hope to accomplish that day?

Understanding the why behind the what helps students feel invested in their learning. Investment increases student engagement, and it can make lessons more effective.

But too often, a so-called learning objective is just a reworded standard. And there is a difference between a standard and a learning objective.

Standards are milestones. They set reasonable expectations for what students can achieve at each grade level . And standards help schools evaluate the effectiveness of their programs.

To some extent, standards should inform instruction. But it's not as simple as "teaching standards." Many education experts caution against teaching to the test, and for good reason.

When our teaching focuses on test prep, students suffer. They lose out on the richness of science, math, and the humanities. Classes become boring and stressful. And this type of learning doesn't prepare students for the world outside the classroom.

As educators, our role is to create a bridge between students and standards. Since every school and every student is unique, each bridge should be unique as well.

But how can educators go beyond teaching the test? How can we ensure we are addressing standards without turning them into learning objectives?

Learning Objectives and Baseball

Baseball provides a handy metaphor for the difference between standards and learning objectives.

Each aspect of the game (throwing, catching, hitting) represents a domain, or collection of standards.

Within the "hitting" domain would be a group of standards that break down a successful swing. Player keeps her eye on the ball . She grips the bat firmly and accurately . She bends her knees and steps into her swing.

A player who masters these elements of a good swing has a better chance of hitting the ball. And coaches should look for them to help their players improve.

But the problem comes when we turn these standards of success into learning objectives. Here's an example of what that might look like.

On day one, we would focus on gripping the bat. The coach would talk about wooden bats vs. metal bats. He'd demonstrate a standard grip and how to choke up. He might call on a few players to answer questions about proper gripping technique.

Everyone would be sent off to work on their grip independently. At the start of the next practice, the coach would walk around and "check the homework," verifying that each player had mastered the proper grip.

Many of you are already rolling your eyes at this approach. Of course, many of our players would already know how to hold a bat. For those players, the whole process is a waste of time. Others might benefit from a quick explanation and nothing more.

Some of our players would lack the hand strength to hold the bat properly. We can explain all we want, but they're just not ready to master that skill at this time. What they need is time to mature. In the mean time, they should probably focus on other aspects of their swing.

When Standards Masquerade as Learning Objectives

I doubt that any of us would consider coaching this way. It would be incredibly boring for our players. And we'd be right to question whether it would even work.

But this is exactly how many of us deal with standards and learning objectives.

A few years ago, I was helping a 4th grade teacher redesign her fractions unit. She had just started fractions, but she already knew there was a problem.

When she graded her exit tickets, there was almost no improvement from the entrance ticket.

I really felt for this teacher. She was following the lesson plan format mandated by the school, and taking her lesson objectives right out of the textbook.

Like many textbooks, they changed a few words in the standard and called it an essential question. Then they changed a few more and called it a lesson objective.

I looked over her pacing guide in disbelief. It called for six days on equivalent fractions. Then five days on demonstrating equivalence by multiplying.

Next, she would spend twelve days on adding fractions with the same denominator, interspersed with seven days on equivalence for fractions greater than one.

Just looking at the overview practically put me to sleep - I could only imagine how bored and frustrated the students would be!

For students who understand the basic concept of fractions, the pacing was way too slow. And students who didn't understand the basics of fractions would still be lost.

Three Tips for Writing Meaningful Learning Objectives

To make the learning meaningful, I knew we needed to scrap the textbook's pacing guide.

As a class, we spent a few days reviewing the fundamentals of fractions. We drew visual models. We discussed the meanings of numerators and denominators. It turned out that most students knew the numerator went on top and the denominator on the bottom. But few understood the concept of parts of a whole.

Once we'd covered the basics, we were able to cover the fourth grade fraction domain in just a few lessons.

Here are three tips to help you make sure your learning objectives are more than just reworded standards. You'll keep your students engaged, and you'll cover grade level content much more efficiently.

1. Use Learning Objectives to Connect Standards

There need not be a one-to-one correspondence between standards and learning objectives. In fact, in most cases, there shouldn't be.

In the baseball example above, the standards are all important. But they don't need to be learned in sequence. The best way to learn is by swinging the bat. Some players might have a good grip, but take their eye off the ball. Another might have opposite issues.

But both players will improve by practicing their swing. They could even work in pairs and give each other feedback.

The point is that separating proficiency into its component parts may be useful for assessment. But it's not the best way to learn.

Consider the grade 5 literature standards for "Key Ideas and Details." Students are expected to explain the literal meaning of a selection and make inferences. They're expected to understand characters' perspectives, summarize, and compare and contrast elements of a story.

These elements of reading comprehension overlap. So we don't need to do each one on a different day.

Consider having the class complete a Story Analysis. This activity asks students to read a story and answer a range of standards-based questions about it.

Students could complete this same activity again and again, each time with a different story. And students with different learning profiles can each get what they need from the same activity.

2. Focus on Unit Objectives

Part of the problem with lesson objectives is that they are unrealistic. Whether we're teaching long division or commas, students aren't going to learn the concept all in one day.

Some students will come to the lesson already knowing how to divide or use a comma. Others are still learning to multiply or how to write a simple sentence.

To better meet the needs of diverse learners, we need to build flexibility into our planning. Focusing on unit plans, rather than lesson planning, makes that possible.

Extended planning allows learning to occur organically, when each child is ready. We can design activities that combine overlapping standards.

Say we combine 'summarizing' and 'quote analysis.' Some students may have a knack for summarizing a passage, and show proficiency on the first day. Others may be able to analyze individual quotes, but struggle to summarize the main idea of a passage.

If we complete similar activities throughout the unit, each student can master the skills in the order that fits how they learn.

But if we focus our objectives too narrowly, we're forced to expect mastery at the end of a single lesson. We also become less efficient with our class time. Student A is breezing through day 1, with no productive struggle and little growth. Then, on day 2, she's struggling to master a topic she needs more time for. Student B struggles on day 1, and learns little on day 2.

At the end of the day, we can't pretend that students will learn on our schedule, simply because the pacing guide says so. We have to acknowledge that learning happens when students are ready to progress.

By focusing on units instead of lessons, we build slack into the system, while still ensuring we address standards.

3. Build Inquiry into Your Lessons

Educators also worry about the class time required for inquiry-based learning. While it's true that a lecture can convey information more quickly, that's an unfair comparison. Students who learn through lecture retain less of what they learn. They also have difficulty applying their knowledge to solve problems.

When we take the long view, effective IBL can be a more efficient view of class time. When students learn deeply the first time, we can spend less time on repetition and review. IBL also makes it easier to connect multiple standards. So rather than covering each grade-level standard in sequence, a few meaningful inquiry lessons can support proficiency in an entire domain.

If I teach them an algorithm for multiplying fractions, it's just another thing to memorize. Instead, I'll have them complete number sentence proofs, so they learn why the algorithm works. Not only is this more interesting, it combines standards across the NF (number as fraction) and OA (operations and algebraic reasoning) domains.

Make Your Learning Objectives More Meaningful

If you've been using standards as learning objectives, don't worry. Just start by reconsidering your objective for one lesson or one unit.

If you use a textbook, the textbook may be guilty of setting the tone. Textbooks are notorious for simply turning standards into learning objectives.

To make your objectives meaningful, step back and reflect on the big picture. What do you want students to learn by the end of the year? Then, work backwards from the larger goal to build your individual units.

If you are in the middle of the year, start by unpacking your next unit. Think of the standards covered, and find or design a few activities that tie those standards together.

Build your unit around the activities rather than using the textbook pacing guide. Then, supplement with lessons from the textbook. Choose only the lessons that seem essential, or those in areas your students will need extra support. There's no need to "cover" everything in the book.
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About the Author

Jeff Lisciandrello is the founder of Room to Discover and an education consultant specializing in student-centered learning. His 3-Bridges Design for Learning helps schools explore innovative practices within traditional settings. He enjoys helping educators embrace inquiry-based and personalized approaches to instruction. You can connect with him via Twitter @EdTechJeff

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Are You Confusing Standards with Learning Objectives?

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Should teachers be required to write learning objectives on the board? On the one hand, it seems like a sensible expectation. When a class period begins, shouldn't students have a sense of what we hope to accomplish that day? Understanding the why behind the what helps students feel invested in their learning.

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What makes a question "essential"?

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Quote from Julie Stern (first shared all-staff on 10.3.18)

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Quote from Julie Stern (first shared all-staff on 10.3.18)

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Breaking the myth of "traditional" vs "innovative" teaching

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Please feel free to post your ideas or comment further on the tools that are already shared if you've something helpful to add~!

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from The Center for Applied
Linguistics

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Readers Writers Workshop (RWW) 2018 with Cailin Minor

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Readers Writers Workshop (RWW) 2018 with Cailin Minor

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Readers Writers Workshop (RWW) 2017 with Erin Kent

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Readers Writers Workshop (RWW) 2017 with Erin Kent

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Resources from May 1, 2019 Leadership Training

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Resources from May 1, 2019 Leadership Training

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Take a read - many open tech resources here for you to peruse and add to.  Please read Andrew's "Introduction" first. Curated by educators globally!

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This is a great resource for teachers in the classroom to do a brain break with students, too!

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... and the Coaches. Meet them here!

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A tool to help us bring down our "overwhelmed"-ness

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by Dylan Wiliam

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Assessment for Learning Why, What, How - Dylan Wiliam

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KIS internal resource for online learning

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KIS internal resource for online learning

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Set up by the EdTech team 2/24/20

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Started by Coach Robert, then teacher curated!

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Wondering what Applied Learning, TDU, PBL, PLC, etc. all are? Here are the common terms we use at KIS.

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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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KIS Strategies for  Blended and Virtual Learning 2020-2021

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KIS Strategies for  Blended and Virtual Learning 2020-2021

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Darnell Fine's presentation for KIS - the Four Levels of CRP

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Darnell Fine's presentation for KIS - the Four Levels of CRP

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As noted by Darnell, this isn't necessary hierarchical as it is RECURSIVE. Also to reiterate his words (and my heart's sentiments): "You cannot depend on an outside consultant to do this work. It has to come within." ~D. Fine

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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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Dr. Watson shares strategies for dealing with the stress of the pandemic to support our well being and build resilience by developing a greater sense of normalcy and control.

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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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These are pulled from the Dr. Catlin Tucker sessions provided for KIS. Please take a look and connect if you have any questions. We're all in this together, figuring it out together - if you have helpful resources, please send them to thecenter@kis.or.kr or liz.cho@kis.or.kr and they can be added here!

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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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With our current return model being pretty prominent across the board, Dr. Tucker did a 30-minute webinar in hopes to provide pragmatic tools for teachers in the hybrid model.

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Teaching in the Concurrent Classroom: 4 Strategies to Make It Work

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These links will take you to the resource you can use: bit.ly/FipFlopTEMPLATE
bit.ly/4PsConference
In the linked Google folder, there are snapshots of resources from her video session!
Teacher-led Station:
- lead differentiated direct instruction
-instruct learners in interactive modeling sessions
- Guide practice and application
- Provide real-time feedback
- Facilitate a small group discussion of texts, topics, or issues
- Collect formative assessment data

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It seems HMH has created some content to help educators, teachers, and students with virtual learning, from ice breakers to emotional support. Take a look!

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The Global Solution Specialist team understands that all global educators today are facing increasing challenges as we shift our teaching to a digital first environment. The HMH International Content Cares Channel was designed to create a conversational space to support you and provide practical skills and tools to help you navigate this changing landscape.

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An example from the ESOL team of how to work with students' own cultural backgrounds. Take a look at the student profiles the ESOL team uses!

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Free Google Slides themes and Powerpoint templates | Slidesgo

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Discover the best Google Slides themes and PowerPoint templates you can use in your presentations - 100% Free for any use.

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A collection to support educators in exploring issues of diversity and inclusion in children's and YA books.

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Coherence Map

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The Coherence Map shows the connections between Common Core State Standards for Mathematics.

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Great resources can be found on ReadWriteThink.org. This page has some great rubrics, anticipation guides, etc. that can be modified for your use; you don't always have to recreate the wheel when there are great resources out there to have as a starting point. :)

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Results on ReadWriteThink - ReadWriteThink

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Rubric Creator online - free teacher resource

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Rubric Creator online - free teacher resource

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Rubric Maker

Make a standards-based rubric in less than a minute. Common Core ELA and Math, NGSS, C3, Core Art & 21st Century standards.
Sample Rubrics: Writing in Social Studies
CCSS Math Std 6.EE.B.6 + Critical thinking Sample Lessons: Volume of a Ford Escape
Limitations of our History Textbook
Identifying Themes in Literature
Kindergarten W.K.1 writing standard + Creativity standard
QuickStart Lesson Builder

Make a standards-based lesson in as little as 5 minutes! Add an activity or resource to spark higher-order thinking.

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Free contemporary K-12 curriculum design - ThemeSpark

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The ThemeSpark free web-based teacher tool was designed by former teacher David Hunter. The creator of the innovative Zombie-Based Learning curriculum, he founded our parent company EdCourage, Inc. to offer powerful teacher tools that easily add Authentic Learning to standards-based curriculum.

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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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NY Times 26 mini films for Exploring Race, Bias and Identity With Students

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NY Times 26 mini films for Exploring Race, Bias and Identity With Students

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"Asian-Americans confront stereotypes about their community" (7m 19s) starts this page - with other short films that follow. Powerful mini-lessons that could prompt critical discussions with students within your classroom.

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26 Mini-Films for Exploring Race, Bias and Identity With Students (Published 2017)

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To help teachers make the most of these films, we also provide a grab-bag of teaching ideas, related readings and student activities.

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Anti-racist Essayist, Author and Educator. Recommended by Dr. Josephine Kim

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The misguided perceptions over racism and white America: why it matters to be a white anti-racist and to understand systemic history of racism

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You can join! And there is a wealth of resources available here.

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Our Mission

The Diversity Collaborative (DC) is committed to creating and sustaining a more diverse, inclusive, equitable, and just international school community through our focus on leadership.

Our Vision

We recognize that diversity without equity, inclusion, and justice is insufficient and can perpetuate ongoing harm. Therefore, we strive not only to recognize and redistribute power, but also to eradicate the systems and structures in place that cause and have caused injustice, inequity and exclusion. We aspire to see the leadership of international schools reflect the global majority.

Our Commitments

To realize our commitment to diversity, equity, inclusion, and justice, the Diversity Collaborative wholeheartedly challenges all leaders, international schools and associated organizations to address the absence of diverse leadership in formal leadership positions. Concurrently, we acknowledge that anyone in a school can demonstrate leadership by serving as an agent of change. The Diversity Collaborative (DC) conducts research on the leadership pipeline and recruitment practices, provides leadership development, and advocates for international school communities to (1) critically reflect on diversity or the lack thereof, (2) develop equity-minded stakeholders, (3) promote inclusive environments, and (4) serve as social justice activists.

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This cross-organization group connects educational professionals to create lasting change. See how you can make a difference today.

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Teacher Collaboration: When Belief Systems Collide

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Teacher Collaboration: When Belief Systems Collide

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1-Teacher Collaboration: When Belief Systems Collide | Edutopia

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Aguilar ideologies worksheet

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Is This Good Enough? – How developing learnership improves student outcomes and saves teachers time

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Is This Good Enough? – How developing learnership improves student outcomes and saves teachers time

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Do your teachers ever feel like they are dragging students through the learning process? Do you find students asking, "Is this good enough"? Do they prefer to do the easy work, rather than challenge themselves with something difficult?

In this short, insightful, session you'll explore a model Learnership - what it means to be a skillful learner. This type of learner embraces challenges, cultivates their learning dispositions, and invests their time and energy in growth. Most importantly you'll be shown how to put students on the path towards becoming more effective learners?

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Is This Good Enough - How developing learnership improves student outcomes and saves teachers time - Professional Development for Schools

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Do your teachers ever feel like they are dragging students through the learning process? Do you find students asking, "Is this good enough"? Do they prefer to do the easy work, rather than challenge themselves with something difficult? In this short, insightful, session you'll explore a model Learnership - what it means to be a skillful learner.

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Feb.17 and 24, Mar 3, 10, 17, 24, 2022 from 16:00 -17:30 HKT

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Module 1: Learnership
What does it mean to be a skilful learner?

In recent years there has been an increasing focus on what quality teaching looks like. Schools and systems around the world have developed standards to describe what teachers should be doing in the classroom.

But what about what students should be doing in the classroom?

Too many of our students are passive learners. They avoid challenges. They focus on completion, rather than improvement. And they waste or make poor use of their time and energy in the classroom These are the type of learners who need to be led (or sometimes dragged!) through the learning process. And this often leaves teachers feeling exhausted, drained of their energy and feeling like they are doing all the hard work for the student.

Skilful learners on the other hand embrace challenges. They look for every opportunity to develop their abilities. They understand and take charge of the learning process. And they invest their time and energy in becoming better learners.

These learners energise both the teacher and the classroom! Creating a dynamic, rich learning environment.

In this module we'll describe quality learning as "Learnership". In the same manner as craftmanship denotes quality and skilfulness.

We describe Learnership using the Learner Agency Matrix. We investigate learning in terms of how students respond to challenges, how they develop sophisticated learning behaviours, how they respond to feedback and mistakes, and how they invest their time and energy in the learning process.

We will set the bar high as we describe the Agile Learner - someone who not only understand that they are capable of growth, but also understand how to go about achieving it. These learners not only succeed in the academic world, but also become antifragile and thrive in the rapidly changing world at large.

Importantly in this module we set the scene for the coming modules as we seek to adopt pedagogy in our classrooms that improve student Learnership.

After all, we will only achieve improved learning outcomes when quality teaching practices are matched with quality learning behaviours!
Learner Agency Summary Module 2: Mindset - the key to engaging learners
Carol Dwecks work on Mindset is the foundation of Learnership. Someone with a fixed mindset doesn't understand themselves as a learner. They believe that learning is about discovering their abilities. Teachers will hear them say things like "I'm just not good at..." or "I'm more suited to..."

On the other hand, someone with a Growth Mindset understands that learning is about creating their abilities. These students take charge of the learning process in order to develop the qualities and abilities they need, in order to become who they want to be.

It's not until students understand themselves as learners who create their own talents and abilities, that they can be in a position to ask "how do I become really good at creating those talents and abilities? How do I engage in this process of learning really really well? That they can truly start developing Learnership.

In this module you'll be challenged to think differently about Mindsets. You'll be introduced introduce you to the Mindset Continuum and asked to consider how we teach "for" a Growth Mindset, instead of "about a Growth Mindset.

Your understanding of Mindsets will be further enriched as we introduce you to 4 Mindset avatars - 4 different ways that a fixed or low-growth mindset is observed in the classroom. You'll learn to recognise the specific behaviours associated with a low-growth mindset as being a Searcher, a Comparer, a Cruiser or a Resigner.

You'll then co-create a Growth Mindset style guide. This collection of "nudges" will help teachers fill their classrooms with Growth Mindset Movers, encouraging and nurturing the development of an increasingly growth oriented mindset in students as they move along the Mindset Continuum.
The Mindset Continuum

Module 3: Challenges and Mistakes
How often do you hear "is this good enough"? or "is this going to count?"

Too many of our students take the easy path, trying to get by on the bare minimum amount of work. Their idea of success is often about completing the work and getting it done, instead of challenging themselves to it done well. They fail to see the intrinsic worth of taking on challenges, for the sake of the challenge.

J.F.Kennedy' understood the value of a challenge and what skilful learners do. In his famous speech announcing the US commitment to send men to the moob, he stated "we do these things not because they are easy, but because they are hard". In saying this he was emphasising that there were great benefits to taking on this challenge, beyond landing a man on the moon. That by doing these hard things they would "organise and measure the best of their energies". He was recognising what skilful learners understand, which is by stretching and challenge themselves, we not only reach our goal, but at the same time grow in our ability to reach difficult goals.

In this module we explore the different types of challenges students take on. We distinguish between comfort zones, performance zones, learning zones and aspirational zones and their different roles in learning.

You'll explore pedagogies to help students recognise when they are in these different zones, and the strategies required to succeed in each. Importantly you'll develop strategies to help students recognise and value the benefits of stretching and challenging themselves, encouraging them to take on increasingly difficult challenges, not because they are easy, but because they are hard.

Of course, stretching beyond your best inevitably leads to mistakes. In this module you'll discover why the often-heard social media catch phrases of "celebrate mistakes" and "mistakes help you learn" are misleading and potentially harmful to the learning process. You'll be introduced to the six different types of mistakes that learners make, and will explore the contribution of each to the learning process. Importantly you'll be given tools to direct student actions in order that they are focused on correcting, not making, mistakes.
Module 4: Habits of Mind - Making Hard Things easy
Too often students give up because it's "too hard". Or they shy away from challenges because they believe they aren't smart enough. They choose to do the easier questions, or opt for the easy course.

Many of these students feel that if the current level of work is hard, the next level will be harder. And the next level beyond that harder still, in a never ending progression of increasing difficulty and struggle until the work eventually becomes impossible for them. So rather than face these challenges, and what they perceive is an inevitable limit to their progress, they take the "path of least resistance" and choose the easy option.

Skilful learners understand that they are in charge of developing their abilities. They are more metacognitive and have a sophisticated language of Habits of Mind to describe how they engage in the learning process. As they encounter increasingly difficult tasks, the shift their focus from what they are learning, to how they are learning. They begin to develop these Habits of Mind in order that they can make hard things easy, and succeed at increasingly difficult tasks.

In this module you'll be exposed to Art Costa and Bena Kallicks Habits of Mind in a new and exciting way. You'll move beyond asking students to "use" the Habits of Mind, to adopting strategies that help students develop and improve the way they engage in the Habits of Mind.

You'll be introduced to the Habits of Mind Profile Tool. This powerful new online tool allows you to evaluate your students Habits of Mind, identify areas of strength and weakness. You'll use the tool to create plans for further developing their Habits of Mind and to measure and monitor that growth over time.

Additionally, you'll be shown how to use the Habits of Mind Profile tool to identify the Habits of Mind that are required for specific tasks. These insights will then be used discover how well matched a students Habits of Mind are to a particular tasks, allowing you to more accurately target teaching strategies for the development of specific Habits of Mind.
Habits of Mind Summary Module 5: Effort - It's not how much time you spend. It's how you spend your time.
You just need to try harder!
When a student submits work that isn't quite up to standard, are you more likely to ask
a) How much time did you spend on that? Or
b) How did you spend your time?
Because the difference between those two questions is profound.

In schools and homes around the world the concept of effort has become tied up with time and energy. More effort means more time and energy. Working harder, means working longer hours.

In this module we'll redefine effort. Rather than asking how much time and energy is spent, we'll ask how well your time and energy is spent? Are students wasting, spending or investing their time and energy? In doing so, our focus will shift from effort, to efficacy.

Drawing on the previous units challenges and Habits of Mind, we'll explore the effective effort matrix. A powerful and practical way to talk about effort with students.

Recognising the four different types of effort, allowing teachers to be more deliberate and more explicit in the way we praise, reward and direct students toward the type of effort required for different tasks. For students, the four different types of effort provide a powerful metacognitive and reflective tool, allowing them to better evaluate how their time and energy is being distributed throughout a school day, week or year.

This module also introduces you to the concept of Motivation Calibration. Based on research by McKinsey and Co. we'll explore the importance of being able to accurately judge the cost (effort) of growth, and why some achievements will cost more.
Effective Effort Matrix Summary Module 6: Learnership
How do you strategically develop better learners in your classroom?

Imagine your classroom filled with students who are engaging in the learning process in increasingly skillful ways. These students are embracing challenges. Cultivating their Habits of Mind, and investing their time and energy in becoming better learners.

These "above the line" learners energise the classroom. Bringing learning to life as they actively and skillfully engage in the learning process. Achieving and exceeding learning expectations. This is what we expect to see as our students develop their Learnership.

Learnership is a skill. And while highly skilled learners energise the classroom and can take charge of the process of further developing their skill as a learner, and increasing their Learnership, many of our students need more guidance.

In this module we'll pull together all the elements in the previous modules and answer the question "How can teachers most effectively, strategically and intentionally student Learnership?".

Drawing on the Learnership matrix we'll look at the different pedagogies that are most suited to learners of differing skill levels. When is it appropriate to set a challenge for a student, and when is it appropriate to allow them to choose their challenges? How do we shift a student who's inclined to avoid mistakes, to one who'll correct mistakes? When should we be teaching the skills of designing mistakes and tailoring feedback?

Each stage of a students developing Learnership requires a slightly different approach to your pedagogy. We'll explore 5 different approaches and the strategies appropriate to each. You'll learn to identify your preferred or default approach, and how to modify it to best meet the Learnership needs of your students.

This concluding module brings all your learning together. You'll complete this course with a deep practical understanding of Learnership, and a wide range of powerful tools to strategically develop the ability of your students to more successfully engage in the learning process.

This final module allows teachers to share ideas, discuss strategies, ask questions and prepare themselves for making the development of student Learnership a central tenant of their teaching practice. And it will put you on the path to filling your classrooms and schools with Agile Learners.

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Learnership - the Skill of Learning - ACAMIS

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Learnership - the Skill of Learning - ACAMIS

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by Elizabeth Stein (reference material used in 2021-22 Orientation video)

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Amazing free resources for the classroom to work with ELLs

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Amazing free resources for the classroom to work with ELLs

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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https://sites.lsa.umich.edu/inclusive-teaching/name-story/

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Overview

In this icebreaker activity, students will have the option to share their first name, middle name, last name, nickname or any name that has a history or story such as the name of a pet or nickname given to a friend or family member. Students might consider the significance of the name, where the name comes from, or what particular meaning the name has for them.

While this activity is intended to be inclusive, there are some considerations for you to make when implementing it in class. For some students, their name story may require them to disclose personal information that they may not be ready to share in such a setting. For example, a transgender student may not feel comfortable discussing their name as it may require that they disclose their transgender identity. For other students, their family name may be triggering as it relates to a part of their identity that is associated with trauma.

For these reasons, it is best to not use this activity on the first day of class. If you do plan on using this activity, give students advance notice that it will be used in a future class and let them know of the different options they have when it comes to discussing a name that has meaning to them. Furthermore, students should never be forced to participate in an activity they do not feel comfortable participating in, and this should be announced to the class as well.

Activity Goals:

To help build community by having students share a name that has particular significance for them.

To give a sense of the variety of cultures, identities, and histories that students bring with them to the classroom.

Application in a STEM Course:

Fostering a sense of community in your classroom can create a sense of belonging. According to a CRLT study on retention in STEM courses, "students reported that classroom climate (including their anxiety levels, how welcome they felt in class...and instructor rapport with students) significantly influenced their decisions to stay in or leave STEM disciplines." If students feel that they are part of a community, they will feel more comfortable engaging and participating in the classroom. Moreover, it will increase the likelihood of them persisting in the STEM field. The Name Story is a great way for students to learn each other's names and to make personal connections at the same time. Taking the time to complete this activity will allow for students to get to know each other better at the start of the semester, setting them up to better collaborate throughout the semester.

Application in a Large Course:

Cooperative learning and small group approaches in a large course can greatly benefit student learning, engagement, and overall sense of community. Research has shown that leveraging such approaches can lead to the development of key skills such as active listening, empathy, consensus building, leadership, constructive conflict management and resolution as well as decreasing racial prejudice while increasing interracial tolerance. This activity allows students in your large course to learn from and about each other and to reduce the feeling of anonymity that can be pervasive in a large course setting. Additionally, although it is a difficult task, making an effort to get to know students names is still a recommended strategy. By making your large course feel smaller through this activity, you are actively working toward making a more inclusive space for all students.

Application in an Online Course:

Online learning can feel impersonal and disconnected, but there are inclusive teaching practices you can leverage to build community and connection in your online course. Taking the time to get to know each other's names and accompanying stories through this activity can help build trust between students, which is a key indicator of whether or not students feel comfortable participating. In one study, researchers asked the question, "What did graduate students who were enrolled in an online course about teaching online find most valuable about online moderation and community building?" From the study, students stated that Student Needs and Community Building were essential components to online learning. Regarding Student Needs, one student stated, "It is necessary that everyone feels safe, comfortable, and welcomed before they will fully engage, enabling them to make personal connections and grow from each other. Regarding Community Building, another student stated, "Learning communities often develop naturally in a traditional classroom environment, but in an online course, the instructor must make that happen."

Name Story Activity Guide:

Related Posts:

Additional Insights:

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In this icebreaker activity, students will have the option to share their first name, middle name, last name, nickname or any name that has a history or story such as the name of a pet or nickname given to a friend or family member.

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https://thelabgu.medium.com/writing-exercise-exquisite-corpse-1e0e946076d7

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Inspired by the Surrealists' pastime le cadavre exquis, this writing game can unlock a willingness to improvise in the unknown.

What started as a parlour game among visual artists (see an example, above, created by Yves Tanguy, Joan Miró, Max Morise, and Man Ray) expands into a useful tool for building creative group dynamic.

The basic idea: a group of people write a collective story, but each author contributes without knowing what the others have written.

How to play:

When this game is played in person, each author writes a sentence (or a few sentences) on a piece of paper, then foldsthe paper so that all or some part of what they wrote is obscurred. The next author then contributes to the story using only the part of the sentence that is visible below the fold. **Don't unfold the paper until the end.** Continue that process (writing, folding, etc.) until every person has contributed, then unfold the entire piece of paper and read your creation.

The Lab turned this into a digital game so that we could connect via email with our international creative community.For the digital "exquisite corpse" Teddy Rodger, our Communications and Global Connectivity Manager, organized the exchanges, but essentially the game was the same. The first participant sent Teddy their writing, and she sent only the final four words to the next author, who sent back their contribution. Teddy sent the final four words to the next author, and so on.

The rain fell hard, for the third week in a row. They had prayed for rain, after all; but who knew it would come like this. "After all my work, how could it possibly arrive with brown and purple spots!?" she screamed. She knew she should have kept it together, but just thinking about the hours and hours she had toiled over designing that dress from scratch made her blood boil, and the carelessness with which the elves had turned her design into an ugly piece of trash was depressing. That being said, life went on - as much as it could. She tried not to complain as she waded through the mud, each step weighed down by the suction on her rain boots. It slowed her down, but also steadied her. She needed both.The staff supported her right side and the braces ensured that her legs did not wobble. She hoped no one could see them under her dress. "What on earth are they doing there," she asked. "A bizarre place for them to wind up." The toys slowly marched across the room, one by one. They were a formidable army - that is, until they unwound.
Try this game with your friends! Share your final creation in the comments.
The Laboratory for Global Performance and Politics (The Lab) harnesses the power of performance to humanize global politics. We create and present innovative high quality work from around the world that is at the intersection of politics and performance. The Lab's signature approach raises voices rarely heard in Washington, DC through compelling, authentic narratives, and engages policymakers, as well as artists, students, and wider audiences in forums that cast critical issues in a new light. The Lab uses technology and live encounters to create a global community of artists, activists and policy makers, fostering new understandings and innovative collaborations. We are committed to relationship building beyond the lifespan of individual projects. We create substantive dynamic partnerships with individuals and with a diverse range of cultural and policy organizations. We are passionate about helping to train the next generation of innovators to use their artistry and voices to shape new understandings and to humanize others in pursuit of a better, more just world. More information: http://globallab.georgetown.edu.

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The Laboratory for Global Performance and Politics

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Inspired by the Surrealists' pastime le cadavre exquis, this writing game can unlock a willingness to improvise in the unknown. The basic idea: a group of people write a collective story, but each author contributes without knowing what the others have written.

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https://docs.google.com/document/d/1Twz4mVHTPhj3OGioSHKPUjPLf9GQJBK6DqsCPjH1mjg/edit?usp=sharing

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Shared with everyone October 2021

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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See what it's all about and this blog is as good as you make it, folks! Open your doors~!