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Paul Napper and Anthony Rao (2019)

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself-reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.

Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.

Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms - Kindle edition by Rao, Anthony . Download it once and read it on your Kindle device, PC, phones or tablets.

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How might we intentionally support self-regulation and reflective practice?

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Reflective Practice to Cultivate Self-Adjusters (All levels) - TG

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TCRWP

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TCRWP Learning Progression - Information

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Many of these progressions can be a helpful support for your planning and responsive teaching.

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TCRWP

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tonya@tonyagilchrist.com

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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TCRWP

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TCRWP

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Tweets by Mrs_Gilchrist

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Ruth Culham

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Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise. Ruth Culham is both a successful writer and a writing teacher, and she's discovered how to teach writing and revision in a way that's accessible to both teacher and students: First read the writing, assess it using the traits of writing, then teach the writers and guide revision decisions using traits as a common language and map.

This book shows you how to assess and teach writing in a way that's practical and doable-and best of all, see results.

Part 1 walks you through the traits of writing and their key qualities, showing step by step how to read students' writing and offer feedback that nudges them forward through the revision process. Chapters will help you address challenges students face within each mode of writing (narrative, expository, persuasive), and provide tools young writers can use to evaluate their own writing and make revision decisions accordingly.

Part 2 dives into instruction, offering specific guidance for how to use what you've learned from reading student writing to design lessons that scaffold students toward making their own craft decisions and revisions. In addition, there's an entire chapter devoted to mentor texts that you can use to model traits and key qualities for your students.

Traits-based revision lies at the heart of this book, as it's been at the heart of Ruth's career in writing instruction. Rethinking revision is what will ultimately help you to teach writing well.
Go Digital with Stenhouse
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon and ebooks.com. View the full list of retailers here.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise.

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TCRWP

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TCRWP

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Kelly Boswell

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Sometimes the hardest part about teaching writing is getting students to write at all. Kelly Boswell reminds us that every writer is reluctant to write

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TCRWP

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TCRWP Writing Learning Progression - G3-G9 - Information

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Lucy Calkins

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"These assessment tools make progress in writing as transparent, concrete, and obtainable as possible and put ownership for this progress into the hands of learners, allowing students and teachers to work toward a very clear image of what good writing entails."
-Lucy Calkins, Writing Pathways
Lucy Calkins' groundbreaking performance assessments offer instructional tools to support continuous assessment, timely feedback, and clear goals tied to learning progressions that have been aligned with world-class standards. Originally published as part of the bestselling Units of Study in Opinion/Argument, Information, and Narrative Writing, grades K-8, Writing Pathways is ideal for writing workshop, but suitable for any writing instruction context or curriculum.

This practical guide includes:

Learning progressions for opinion/argument, information, and narrative writing, which map the specific benchmarks students will master for every grade level

On-demand writing prompts that support schoolwide performance assessment

Student checklists to help students set goals and integrate crucial self-assessment into their work

Rubrics to support individual teachers and professional learning communities as they evaluate mastery and plan instruction within and across grade levels

Student writing samples that illustrate different ways students have exemplified standards and highlight essential features of each writing genre

Annotated exemplar pieces of writing on the same topic for every grade level that highlight the traits you can expect to see at each level of the learning progressions.

Who needs Writing Pathways?

Educators who are not yet ready to implement the full Units of Study curriculum can use Writing Pathways to get started with Lucy Calkins' proven approach to writing assessment and instruction.

Coaches and administrators who are supporting implementation of Lucy Calkins' Units of Study will find Writing Pathways to be an ideal resource to guide their work.

Who doesn't need Writing Pathways?

The content in this stand-alone edition is the same as in the previous editions found in Lucy Calkins' Units of Study (K-5 and 6-8 are combined in this new edition). Teachers who have the Units of Study do not need this new edition.
For more information, visit UnitsofStudy.com.

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"These assessment tools make progress in writing as transparent, concrete, and obtainable as possible and put ownership for this progress into the hands

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TCRWP Writng Learning Progression - G3-G9 - Narrative

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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TCRWP

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TCRWP Writing Learning Progression - G3-G9 - Argument

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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TCRWP

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Edward L. Deci

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What motivates us as students, employees, and individuals?If you reward your children for doing their homework, they will usually respond by getting it done. But is this the most effective method of motivation? No, says psychologist Edward L. Deci, who challenges traditional thinking and shows th...

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By explicitly teaching students the different tools that would enable them to self regulate and providing opportunities where they could use the tools regularly.

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👇👇 Use the resources below to get an initial, authentic assessment of where your writers are right now. What are they already doing? Almost doing? Where to next?

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👇👇 Use the resources below to get an initial, authentic assessment of where your writers are right now. What are they already doing? Almost doing? Where to next?

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Got/Takeaway: What resonated the most? What will you carry with you?

Want/Burning Question: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please leave your response below.👇👇

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TCRWP - K-2 Writing On Demand Prompts and Charts

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TCRWP - 3-5 Writing On Demand Prompts and Charts

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TCRWP - 6-8 Writing On Demand Prompts and Charts

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Read and discuss the attached quotes about writing. How is writing a vehicle for inquiry (and more)? What connections do you see to agency and AtL?

Please record your group's insights and ideas below. 👇👇

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Questions to Nurture the Interplay of Self-Regulated Learning

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Questions to Nurture the Interplay of Self-Regulated Learning

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Questions to Harness the Interplay of Self-regulated Learning - TG

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Mathematics is a languages that enhances critical learning skills while explaining phenomena and conveying complex ideas.

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Writing is a vehicle for inquiry :
before writing a lot of thinking would have gone in to generate ideas that we connect with. The AtL that comes to mind is Thinking skills, Research skills and Communication skills.

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when children write they document their existence - become finally aware that they are ´here´. Writing is a commitment to knowledge and creating memories, making visible ones own understanding. It is window into ones thinking.

*Visual understanding of learning and where can one go next. What must the teacher prepare next.

*In PE children say they writing is boring in the lesson, they would rather do something physical. In Art too, children sometimes want to jump ahead and ask to paint for example, before understanding why they are painting. They would rather not reflect and write to express their ideas, generate ideas which will inform their practical process, but get out the ´messy´resources.

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Children write from their experience.

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Just in time, just for me

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It was very positive and interesting to see the connections with the Design Thinking processes.

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*Allowing time for sharing and reflecting.
*Giving time for students to do
*Explicitly teaching tools fro students to self-regulate

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A session to model a mini lesson.

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Note: This is almost the same as the PYP planning guide—as Workshop is so transferable—but it also includes a reminder to consider weaving in MYP command terms.

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MYP & Workshop Lesson Planning Sheet - TG

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Got/Takeaway: What resonated the most? What will you carry with you?

Want/Burning Question: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please leave your response below.👇👇

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Teaching Methods (Just in Time, not Just in Case)

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Teaching Methods (Just in Time, not Just in Case)

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Tonya Gilchrist

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Reflective Practice to Cultivate Self-Adjusters (All levels) - TG

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Keeping in mind how I can address Inquiry,Agency,Attributes& ATLs and Brevity & Clarity

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When you click on the link, you'll be asked to make a copy. This will allow you to type your ideas directly onto the document. :)

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A Guide to Design for Learning - PYP & MYP - TG

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What are some of the attributes/characteristics of true, lasting learning? What's the process? How do you know when you've truly learned?

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What are some of the attributes/characteristics of true, lasting learning? What's the process? How do you know when you've truly learned?

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Please record your group's thinking below. You can label your post based on your context (e.g. PHE, G2, etc.), or you can include your names.

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What are two things you'll commit to trying in the month ahead? 

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What are two things you'll commit to trying in the month ahead? 

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Hit the plus button to share below. By making our commitments visible, we can see what trends are popping up across the community to further grow in cohesion and support one another. 💞

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The collaboration and the exchange of ideas/info/experiences between the STEAM teachers allowed for a clear progression and setting of sever PYP projects that are connected and meaningful.
Different approaches, teaching styles and views came together to achieve the best fit for the several grade levels.
Thinking in different ways allowed for a long lasting learning journey.

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That you are able to teach what you know to others.

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That you are able to teach what you know to others.

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Enjoyment, fond memories, embarrassing moments.

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Enjoyment, fond memories, embarrassing moments.

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Being able to connect it to a new learning experience

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Being able to connect it to a new learning experience

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For example something my gymnastics coach used to teach me about neutral position, never extending the knee over the toes etc. I now apply this to any form of exercise.

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If you can still repeat skills from the learning and make it even much better (continuously improving) over time.

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If you can still repeat skills from the learning and make it even much better (continuously improving) over time.

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A positive emotion enabling some sort of anchoring... repetition... enough time... a link between novel and existing knowledge... creation of a relationship... movement... 

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A positive emotion enabling some sort of anchoring... repetition... enough time... a link between novel and existing knowledge... creation of a relationship... movement... 

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For me what made the learning lasting was that it was hands on. It was a fieldtrip where we looked at the reef ecosystem and observing the creatures in their natural environment. It was long lasting because I could make the connections to what matters to me.

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The source of learning. For example, a particularly respected/idolized teacher/individual.

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The source of learning. For example, a particularly respected/idolized teacher/individual.

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When I reflect on an experience of something I learned, which was lasting, I realised it was a teaching experience. I self-taught myself how to build a website from scratch using html and css coding to teach to Grade 10 students. The true moment of feeling like I learned it properly was when teaching it to others.

Sometimes the one doing the talking is doing the most learning.

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Practicing playing an instrument with highly skilled musicians allowed for a faster learning curve. Being pushed out of the comfort zone allowed for errors, improvement and learning new skills and techniques. Doing it while being in front of a crowd, increased the pressure and the sense of achievement.

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If the output from the learning (life skills) is applied in real life context (ie basics of plumbing, electrical wirings, etc)

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If the output from the learning (life skills) is applied in real life context (ie basics of plumbing, electrical wirings, etc)

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If we (teachers) provide a genuine answer to the question "Why do we need to learn this?", I think this will result into lasting learning.

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If we (teachers) provide a genuine answer to the question "Why do we need to learn this?", I think this will result into lasting learning.

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meaningfully applied breadth and depth in response to the current cognitive load/development of the learner.  Is anything ever learned?  Or is it just an advance of understanding? Do we lose learning by lesser and lesser? The less time and practice we do.  The Ebbinghaus curve.  Real learning is a change in long term memory, which needs repetition.

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I would like to :
-get my planning done using the Workshop planner.
-try to work on my mini lesson done properly

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- Use the resources on this padlet more / revisit more frequently
- Take more notes on students during class

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1. Prioritising conference (small group time)
2. Using the band (surface, deep, transfer) approach to map out some mini lessons.

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One way to quickly assess needs, strengths, and next steps...

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One way to quickly assess needs, strengths, and next steps...

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Monitoring & Documenting - Needs & Next Steps - TG