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1. This is a video of Dena Simmons as she shares ways to be an educator that is culturally competent.
2. This video was impactful because it is such an important issue. It included some important ideas that I would want to be able to reflect on later.
3. I of course want to be an educator that is antiracist, anti homophobic, etc. More than just being a teacher that won't judge, I want to be an educator that students feel comfortable talking too. This resource is a good starting point on how to do just that.

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1. This is the presentation on different theories to help motivate students.
2. I found this resource very helpful. It included a lot of different theories and something as important as motivation! Motivating students can be tricky, but this resource included multiple ways to understand motivation.
3. Motivation will definitely impact my practice. It is my job to help kids get motivated to learn math, this resource will help me find the best way to do that.

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1.  Here is a video about a professor who was struggling to reach a student in his class and what he did about it.
2. I found this video to be very impactful about how to view my perspective and how to view students assets.
3. One of the main things this teacher did was TALK to the student about what was up. This is something all teachers should do. The professor brought the students assets to his class. This is what I want to do in my class.

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True story about a student who slept in my classes for years. This is what happened when I confronted him about it. My first animation. Created with Anime Studio Pro and Sony Vegas. Music by More Like Georgia

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1.This resource was an edutopia article about adolescent brain development.
2. It is important to remember that our students brains are still developing and they don't think about the things in the same way we do. Understanding adolescents brain is the first step to effectively teaching them.
3. This will impact my practice by helping to find the best way to reach teenagers in the classroom.

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Teenagers also aren't very good at reading emotion on others' faces. In addition to the obvious physical signs of adolescence, teens and 'tweens are undergoing a major neurological overhaul, which is why that perennial teen mumble "I don't know" may be closer to the truth than we'd realized.

What this means for teachers, says Philp, is that they must be both patient and persistent. The point at which teenagers tend to withdraw and ask to be left alone is exactly when it's most important to engage them.

Below, Edutopia.org discusses Philp's conclusions with him.

What is the first thing teachers need to know about the brains of their teenage students?

I think one of the things middle school teachers need to recognize is the incapability of consistency from most kids. The kids will come in one day loving you, and then the next day, with no warning, you are the total enemy.

For young teachers, this is really hard on their developing confidence. You're searching for assurance that you're doing OK, but the inconsistency with which kids treat you is really disarming. So, middle school teachers need to recognize that this is the outward manifestation of a brain that is undergoing profound changes.

Teachers often make assumptions that their directions have gotten through. But the disconnect is that the student often doesn't get it. His or her interpretation is really different.

One of the standard things I talk to teachers about in my work is that when a kid gets in trouble, the teacher will ask, "Why did you do that?" Kids will almost always say, "I don't know," and maybe that's more accurate than we thought. When teachers understand some of the rudiments of how the brain is changing, they have a lot more patience with kids.

There are so many things going on with kids -- the physical and emotional changes, sexual development, all of those things are being undertaken by a brain that isn't capable of functioning like an adult brain. A lot of kids will look at any time they have to be quizzed about how they feel, or their reasons for doing something, as a demand for introspection. That's what teachers are asking for, and parents, too. So the teenager's response is, "Leave me alone. I don't feel like thinking about this."

That sounds discouraging, as if there's nothing to do with teenagers but sit back and wait until their brains are developed enough that they can act like human beings.

We've made some assumptions about the teenage brain, but we're looking at a tremendous curve here; I'm amazed at how many kids function awfully well and do use pretty good judgment. And one has to look at it and ask, "OK, is that environmentally controlled? Is it something we can instill in others?" That's the encouraging part of this research. We're beginning to realize that, experientially, the brain is really influenced by its environment.

At about age 12, 13, 14, the brain goes through a major pruning, much as it did around age two or three. Many of the neurons have two choices, if you will: They can develop into a neural network threaded together as a result of experience, or they're pruned away.

So, in other words, if you develop a skill at a young age, you're likely to retain that ability, whereas if you don't, that skill may be much harder to develop.

Yes. Unless teenagers put together those neural networks, they may never develop successful relationships with academics, with skills of all sorts. So, if the kid is sitting in front of a TV all day and not getting experiences, acquiring skills, we have a more serious problem than anyone had realized. Probably, we've only started to realize this in the last seven or eight years.

That suggests that we need to engage teenagers, not just let them grow up on their own.

Often, we let them go and we don't want anything to do with them. But what we've known for a long time is that if we let kids do their own things, they'll first seek out adult role models, but if those are not available for them, they'll seek out teen role models.

And this is the time when, characteristically, we've given up. Parents don't attend middle school and high school events like they did in elementary school. Kids want their privacy, and a lot of parents capitulate to that. And we're looking at probably the most important developmental time for the brain.

Recently, we've seen some wonderful character-development programs, like Developmental Assets. Those programs tend to be based on behavioral studies, but I see, over the next few years, that those behaviorally based programs will be fortified by research on the adolescent brain.

What does a teenage brain need in order to learn?

In order to make any progress, a child's brain has a list of priorities. At the survival rate, kids are not learning anything. For a kid walking through South Central Los Angeles to get to Locke High School, for instance, just getting there is a real concern. In the big herding high schools where they have 2,500 or 3,000 students, many of their emotional needs are not being met.

And the brain, in order for learning and thinking to occur, must fulfill those two categories first: You've got to survive, and you've got to have your emotional needs met. And good teachers have always known this. When you walk into a good classroom, you see a comfortable, pleasant place, a place where people are welcome.

Once a classroom is safe and comfortable, what can teachers do to engage their students?

When I do my workshops, one thing I try to get across is that kids can listen only for a short time -- probably 15 minutes max, maybe 20. And you've got to find innovative ways to change the psychological state of your learners about every 20 minutes: Get them up on their feet, change the environment using music, have them interact with each other.

I encourage teachers with a variety of strategies. For instance, how can you use music effectively in the class in order to make it an emotionally welcome place? A lot of teachers use music, but the nuances of how to use it are really important. I see more teachers saying, "I can learn to control the physiological state of my learners much more by using music at the right time."

So, for instance, maybe you should play something calming when they come into the classroom, like maybe classical music?

That's the perception most people have, that you should have music playing when kids come in. But you would also want to have playlists for other kinds of music, too. When kids come in to the class, you probably want to use music with an upbeat to it, 80 beats per minute or something. Other times, you'd want to use music in transition, between activities, or when you're writing in journals, maybe 50-60 BPM.

I'm a fan of public radio, and I'm amazed at how well they can integrate little pieces of music. So I try to encourage teachers to use emotional songs when they're doing readings. You remember the Ken Burns documentary The Civil War? There's a musical theme running through it, a resounding, beautiful melodic piece. It would be a great piece of music to play in the background along with a reading of Civil War letters.

And a lot of teachers don't realize how easy this is today. With laptops, iTunes, and inexpensive speakers, it's easier than ever to use music in the classroom.

What you're advocating is a real departure from the let-me-lecture-to-you-for-45-minutes approach to teaching.

I think that's the single most important thing I want to give to teachers: Sure, your students may be giving you eye contact, but that doesn't mean you're engaging them.

Amy Standen is a former contributing editor to Edutopia. She reports on science and the environment for KQED-FM, in San Francisco.

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Teenagers also aren't very good at reading emotion on others' faces. In addition to the obvious physical signs of adolescence, teens and 'tweens are undergoing a major neurological overhaul, which is why that perennial teen mumble "I don't know" may be closer to the truth than we'd realized.

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1. Here is a video based on Vygotsky's theory about the Zone of Proximal Development and student scaffolding.
2. I found this impactful because teaching to a student's ZPD is vital, but can be difficult when each students is in their own ZPD and what scaffolding means and how implement it in the classroom.
3. I feel like scaffolding is always term I have heard in education, but this video helped break down what exactly that means and how I can effectively do it in my future practice.

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1.This resource includes information on the most prevalent learning theories.
2. Learning theories impact pedagogy, lessons and every other aspect of my practice
3. This will be impactful on how to effectively implement learning theories in the classroom. It also helps to compare the theories and help see which one would be best for my class the majority of the time. For me I think the constructivism theory is the most beneficial for students.

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Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one's knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century. The major concepts and theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice.
Behaviourism
The behaviourist perspectives of learning originated in the early 1900s, and became dominant in early 20th century. The basic idea of behaviourism is that learning consists of a change in behaviour due to the acquisition, reinforcement and application of associations between stimuli from the environment and observable responses of the individual. Behaviourists are interested in measurable changes in behaviour. Thorndike, one major behaviourist theorist, put forward that (1) a response to a stimulus is reinforced when followed by a positive rewarding effect, and (2) a response to a stimulus becomes stronger by exercise and repetition. This view of learning is akin to the "drill-and-practice" programmes. Skinner, another influential behaviourist, proposed his variant of behaviourism called "operant conditioning". In his view, rewarding the right parts of the more complex behaviour reinforces it, and encourages its recurrence. Therefore, reinforcers control the occurrence of the desired partial behaviours. Learning is understood as the step-by-step or successive approximation of the intended partial behaviours through the use of reward and punishment. The best known application of Skinner's theory is "programmed instruction" whereby the right sequence of the partial behaviours to be learned is specified by elaborated task analysis.
Cognitive psychology
Cognitive psychology was initiated in the late 1950s, and contributed to the move away from behaviourism. People are no longer viewed as collections of responses to external stimuli, as understood by behaviourists, but information processors. Cognitive psychology paid attention to complex mental phenomena, ignored by behaviourists, and was influenced by the emergence of the computer as an information-processing device, which became analogous to the human mind. In cognitive psychology, learning is understood as the acquisition of knowledge: the learner is an information-processor who absorbs information, undertakes cognitive operations on it, and stocks it in memory. Therefore, its preferred methods of instruction are lecturing and reading textbooks; and, at its most extreme, the learner is a passive recipient of knowledge by the teacher.
Constructivism
Constructivism emerged in the 1970s and 1980s, giving rise to the idea that learners are not passive recipients of information, but that they actively construct their knowledge in interaction with the environment and through the reorganization of their mental structures. Learners are therefore viewed as sense-makers, not simply recording given information but interpreting it. This view of learning led to the shift from the "knowledge-acquisition" to "knowledge-construction" metaphor. The growing evidence in support of the constructive nature of learning was also in line with and backed by the earlier work of influential theorists such as Jean Piaget and Jerome Bruner. While there are different versions of constructivism, what is found in common is the learner-centred approach whereby the teacher becomes a cognitive guide of learner's learning and not a knowledge transmitter.
Social learning theory
A well-known social learning theory has been developed by Albert Bandura, who works within both cognitive and behavioural frameworks that embrace attention, memory and motivation. His theory of learning suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning and imitation. Bandura put forward "reciprocal determininsm" that holds the view that a person's behavior, environment and personal qualities all reciprocally influence each others. He argues that children learn from observing others as well as from "model" behaviour, which are processes involving attention, retention, reproduction and motivation. The importance of positive role modeling on learning is well documented.
Socio-constructivism
In the late 20th century, the constructivist view of learning was further changed by the rise of the perspective of "situated cognition and learning" that emphasized the significant role of context, particularly social interaction. Criticism against the information-processing constructivist approach to cognition and learning became stronger as the pioneer work of Vygotsky as well as anthropological and ethnographic research by scholars like Rogoff and Lave came to the fore and gathered support. The essence of this criticism was that the information-processing constructivism saw cognition and learning as processes occurring within the mind in isolation from the surrounding and interaction with it. Knowledge was considered as self-sufficient and independent of the contexts in which it finds itself. In the new view, cognition and learning are understood as interactions between the individual and a situation; knowledge is considered as situated and is a product of the activity, context and culture in which it is formed and utilized. This gave way to a new metaphor for learning as "participation" and "social negotiation".
Experiential learning
Experiential learning theories build on social and constructivist theories of learning, but situate experience at the core of the learning process. They aim to understand the manners in which experiences - whether first or second hand - motivate learners and promote their learning. Therefore, learning is about meaningful experiences - in everyday life - that lead to a change in an individual's knowledge and behaviours. Carl Rogers is an influential proponent of these theories, suggesting that experiential learning is "self-initiated learning" as people have a natural inclination to learn; and that they learn when they are fully involved in the learning process. Rogers put forward the following insight: (1) "learning can only be facilitated: we cannot teach another person directly", (2) "learners become more rigid under threat", (3) "significant learning occurs in an environment where threat to the learner is reduced to a minimum", (4) "learning is most likely to occur and to last when it is self-initiated" (Office of Learning and Teaching, 2005, p. 9). He supports a dynamic, continuous process of change where new learning results in and affects learning environments. This dynamic process of change is often considered in literatures on organizational learning.

Multiple intelligences
Challenging the assumption in many of the learning theories that learning is a universal human process that all individuals experience according to the same principles, Howard Gardner elaborated his theory of 'multiple intelligences' in 1983. His theory also challenges the understanding of intelligence as dominated by a single general ability. Gardner argues that every person's level of intelligence actually consists of many distinct "intelligences". These intelligences include: (1) logical-mathematical, (2) linguistic, (3) spatial, (4) musical, (5) bodily-kinesthetic, (6) interpersonal, and (7) intrapersonal. Although his work is speculative, his theory is appreciated by teachers in broadening their conceptual framework beyond the traditional confines of skilling, curriculum and testing. The recognition of multiple intelligences, for Gardner, is a means to achieving educational goals rather than an educational goal in and of itself.

Situated learning theory and community of practice
"Situated learning theory" and "community of practice" draw many of the ideas of the learning theories considered above. They are developed by Jean Lave and Etienne Wenger. Situated learning theory recognizes that there is no learning which is not situated, and emphasizes the relational and negotiated character of knowledge and learning as well as the engaged nature of learning activity for the individuals involved. According to the theory, it is within communities that learning occurs most effectively. Interactions taking place within a community of practice - e.g. cooperation, problem solving, building trust, understanding and relations - have the potential to foster community social capital that enhances the community members' wellbeing. Thomas Sergiovanni reinforces the idea that learning is most effective when it takes place in communities. He argues that academic and social outcomes will improve only when classrooms become learning communities, and teaching becomes learner-centered. Communities of practice are of course not confined to schools but cover other settings such as workplace and organizations.
21st century learning or skills
Exploration of 21st century learning or skills has emerged from the concern about transforming the goals and daily practice of learning to meet the new demands of the 21st century, which is characterized as knowledge- and technologically driven. The current discussion about 21st century skills leads classrooms and other learning environments to encourage the development of core subject knowledge as well as new media literacies, critical and systems thinking, interpersonal and self-directional skills. For example, the Partnership for 21st Century Skills (P21) defines the following as key: core subjects (e.g. English, math, geography, history, civics) and 21st century themes (global awareness, civic literacy, health literacy, environmental literacy, financial, business and entrepreneurial literacy); learning and innovation skills (creativity and innovation, critical thinking and problem solving, communication and collaboration); information, media and technology skills (e.g. ICT literacy, media literacy); and life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility). One main learning method that supports the learning of such skills and knowledge is group learning or thematic projects, which involves an inquiry-based collaborative work that addresses real-world issues and questions.

Source: The Office of Learning and Teaching, 2004. Melbourne: Department of Education and Training; OECD, 2010. Nature of Learning, Paris: Author; http://www.p21.org/

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Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one's knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century.

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1. This is an article about how to help students promote a growth mindset based on Carol Dweck's research.
2. The difference between a growth mindset and a fixed mindset has proven benefits. It also included links to other impactful sources on growth mindset.
3. Helping students develop a growth mindset is a top priority in my practice. This resource will help me accomplish it.

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Weekly Tip: Promoting Growth Mindset

Carol Dweck, a cognitive psychologist at Stanford, and leading expert on mindset research, defines fixed and growth mindset in the following way:

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They also believe that talent alone creates success-without effort. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work-brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.

-Dweck, 2015

In the classroom, the way that we interact with students can influence their beliefs about intelligence and learning and can affect their ability to persist through academic difficulties. Struggle and setbacks do not indicate limited potential; rather, they provide opportunities to reflect and attempt new strategies. In short, to learn. Implementing growth mindset in the classroom also requires a willingness to question and challenge your own fixed mindset practices related to beliefs about your students as well as your own learning and intelligence.

Focus on progress not perfection

Present learning as a process of developing skills through repeated practice.
Communicate to students that intelligence and talent are not fixed for life. They are malleable and, with effort, can be strengthened-like a muscle! Let students know that they have ownership and control of this process.

Prompt students to reflect on work and study strategies in ways that will lead to revision and improvement.

Exam Autopsy (pdf)

Focus on the process of learning and preparation

Reflect on Study strategies leading to revised strategies

Reflect on during exam behavior

Two Stage Exams (pdf)
In a two-stage exam, students take an exam individually and then work in small groups to answer the exam questions collaboratively.

Classroom assessments techniques
Encourage students to understand that teaching and learning are on-going processes that require full participation.

Use portfolios and Folio thinking as assessment tools

Use rubrics as a tool to help students reflect on and improve their skills, not just for giving grades.

Early in the semester I take time to show students work I did when I was an undergrad. During this time, I make a point of explaining that I started where they are currently at. Through conversation and comparison, students can see that I made the same moves they are making currently, and that where they are at is okay. The goal is growth and improvement.

-Aminah Barnes Cannon

Use encouraging language to communicate high expectations.

When giving feedback on an assignment or test: "Many of you ran into trouble at this point. This is very normal. Let's go over it together so you can see how to recognize and work through this kind of problem."

Consider discussing activities and reflecting on results with students by saying something like, "Don't worry if you do not get it right on the first attempt. It simply means that you are in the process of learning. We have all been there."

Think about the language and modeling that you use with students and how it is interpreted.

Send emails to those who have improved to recognize those who may not always be recognized.

Encourage students by discussing how you were once like them and struggled but had to overcome you struggles to find eventual success.

Model the learning process in real time-work through problems with them and show them where you commonly make errors/how you correct those errors.

Resources and further reading

This series of videos and teaching tips is presented by Academic Outreach and Innovation (AOI). We invite you to join the conversation. Share your tips and ask questions through this blog. If you would like these posts to be sent directly to your email each week, subscribe to the listserv by emailing aoi.li@wsu.edu.

For more information or to schedule time with an instructional designer or emerging technologist, contact aoi.li@wsu.edu or request training on demand. You can also visit the Spark Faculty Innovation Studio in room 102 any time from 9 a.m. to 3 p.m., Monday through Thursday, during the academic year.

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Carol Dweck, a cognitive psychologist at Stanford, and leading expert on mindset research, defines fixed and growth mindset in the following way: In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They also believe that talent alone creates success-without effort.

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1. This is a pdf on how high school teachers can help prevent suicide.
2. After accidents, suicide is the leading cause of death among teens. This is a serious problem. Anything that can help prevent suicide is impactful to me.
3. This includes steps to reduce risk among students, that steps will definitely be implemented into my practice.

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1. This is a website about Social Emotional Learning (SEL)
2. This website had a lot of great resources, visuals, links and future actions I could take. SEL is very important, but it can be hard to know what to do for it. This resource had very beneficial information
3. I want to incorporate SEL in my future class, and this will be a great place to go for help.

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1. This is a list with 20 math classroom energizers. It includes directions and what grade it is directed for.
2. We have learned how important play is, even for high schools students, so I want sure to incorporate that in my class.
3. I want to implement play opportunities when possible, and allow students to not constantly be on "serious mode."