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The chapter opens with an explanation of inspiring signs which model behaviour and inspire students and aims to present a model for teaching wherein teachers can consistently inspire students and help them become better people with teachable moments

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"Dual Objective" -- the objective to teach students both content and life skills

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using inspirational quotes and a prompt for class discussion

it may be beneficial takes the opportunity of late students to slightly pivot discussion and learn from the moment, rather than proceed with the lesson as planned

rather than just discussing quotes teachers should try to create intentional opportunities for students to examine affective skills

affective competencies (Habits of Mind) should be treated similarly to skills, practice, feedback, assessment

non-cognitive skills better predictor than grades of success

most school don't measure these

Ontario has reporting on six life skills which is a start

they argue little reliability or evidence associated with these

my experience as a parent says that the comments in these sections are more accurate, reliable and useful than the grades

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Using an example, the authors emphasize the need to structure classes in order to take advantage of moments where the Dual Objective can be met consistently and systematically, not randomly

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They emphasize structuring teaching to give students a "formal opportunity for the students to examine and experience" the affective skills needed for life success

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They highlight that teachers are good at seeing opportunities for teachable moments, but rarely explicitly teach affective life skills or provide students feedback

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Schools rarely effective provide the kind of specific affective feedback the authors argue for

Ontario does have affective reporting, but it has no clear evidence to support the score

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The authors emphasize that we do not need to choose the same affective skills inventory as them, but they recommend choosing one to implement (Theirs: "keystone habits" from "The Power of Habit")

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they picked 8 that they think are analogous to 'keystone habits'

Persisting

Managing impulsivity

Listening with understanding and empathy

Thinking flexibly

Striving for accuracy

Questioning and problem-posing

Creating, imagining, and innovating

Thinking interdependently

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Here is their "a small sub-set of Habits (a starter kit if you will) that are universally applicable across the curriculum and vertically throughout secondary teaching:

Persisting

Managing impulsivity

Listening with understanding and empathy

Thinking flexibly

Striving for accuracy

Questioning and problem-posing

Creating, imagining, and innovating

Thinking interdependently"

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Case - Ms. Garcia's 8th grade spanish class

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Case - Ms. Garcia's 8th grade spanish class

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the students are explicitly told what 3 affective skills are being observed and assessed

their group work will be marked as a whole, AND they will be graded by their peers based on their role as a team member

enforces the need to be an active, productive team member

Dual Objective in action

affective skills AND curriculum content being assessing together

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Case 2: Ms. Garcia's 8th-Grade Spanish Class (p. 96)

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Case 2: Ms. Garcia's 8th-Grade Spanish Class (p. 96)

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Teacher explains the affective skills upon which students are being evaluate

Teacher emphasizes that affective skills will be evaluated

Affective skill evaluation is systematized, built into the assignment, not random

Individual portion of assignment comes from a variety of sources, including their reflection on teammates' contributions to the group work and the oral presentation

evaluating students group work skills like this can help build and predict group work skills they'll use in the "real world"

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Student Team-Talk: Interventions and Feedback

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Student Team-Talk: Interventions and Feedback

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"working the room"

make sure the groups are working together well and everyone is contributing

assess the quality of thinking AND personal interactions to provide feedback on both

clarify and reinforce community norms

spontaneous interventions to provide feedback on:

ideas, plans, decisions and SEL skills and interactions

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Walking around the room during group projects

Built on "spontaneous interventions"

A chance to evaluate students on affective skills and

"assure that students are doing the work in an effective fashion and that each one is contributing

assess the quality of the thinking and the quality of the interactions with the purpose of preparing and delivering feedback on both

clarify and reinforce community norms and strengthen relationships to foster an effective learning environment" (p. 97)

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the group seems to be generally working towards the goal, maybe with a tad too much joking around

I would maybe interject to help keep them focused - scaffolding

hopefully he also gave some ground rules at the beginning

it doesn't seem like he mentioned that they'll be marked on social skills

my take is similar to the last one in that the teacher should make sure to ask questions to multiple students in the group, and prompt a discussion on how well they worked together

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CASE 3: Mr. Dinero's 11th-Grade Business Class (p. 98)

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CASE 3: Mr. Dinero's 11th-Grade Business Class (p. 98)

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Students are talking about the teacher and playfully joking with each other

Authors suggest not to mention these things, but take note and continue observing

Students are all interacting and contributing, aiming to ensure they understand the task, listening to others' contributions, and encouraging good contributions for other group members

they are "thinking interdependently" and "striving for accuracy"

The authors suggest asking two specific students questions; one in order to gauge background knowledge that another student seemed to have and possibly be able to support the group with and the second in order to gauge how well the group was working from the student who seemed most organized and on-task

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students seem overly focused on their mark

after a bunch of minor, playful arguing , including discussing doing the least possible or cheating and using their phones, they seem to have decided to follow the rules and try to do the assignment properly

they could be left alone here, but I think that a short response 3 - may help push them to be a bit more creative with their responses as they may feel a desire to meet their teachers expectations and please her

this also gives them positive reinforcement for putting the phone away

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CASE 4: Mrs. Singh's 7th-Grade ELA Class (p. 99)

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CASE 4: Mrs. Singh's 7th-Grade ELA Class (p. 99)

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Takeaways:

When noticing students trying to cut corners (or avoiding cutting corners) teachers can intervene by mentioning specific affective skills and how their work so far demonstrates them

Using compliments to encourage is helpful here, rather than criticizing

Affective objectives are needed here in order to make the intervention as impactful as possible, since they allow the teacher to reference the affective objectives

Teachers can walk away in moments like the one in the case, but intervening does show that they are paying attention to the group dynamics in the class and gives affective feedback

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spend some time working through vocuabulary definitions

rectangle vs. square - one student does a good job of explaining to the other

then decide how to accomplish the task

tracing and counting together

the authours suggest giving positive feedback about how well the group worked together

the authors suggest documenting observations of all group work

collect evidence for feedback

develop your own tool based on your affective objectives

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CASE 5: Mr. Goldman's 7th-Grade Math Class (p. 101)

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CASE 5: Mr. Goldman's 7th-Grade Math Class (p. 101)

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The students do a good job working through a problem together, all contributing to a solution, and working together on enacting their solution

These can be good opportunities to provide meaningful positive feedback!

The authors suggest creating an affective evaluation tool that the teacher can use to take notes on behaviour and evaluate while working the room

Base the tool on the specific affective objectives we are evaluating

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CASE 6: Ms. Riddle's 9th-Grade Science Class (p. 102)

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CASE 6: Ms. Riddle's 9th-Grade Science Class (p. 102)

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Giving relatively small positive feedback (like a smile and a thumbs up) is still good feedback

Giving a thumbs up and then writing down some notes is a good way to evaluate students affectively

Since this is a group with a new student, asking the students how they are doing in involving everyone might be particularly insightful and helpful

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mostly working well together

new girl in the group

the teacher provides non-intrusive positive encouragement with a thumbs up

could also ask the students about involving everyone especially the new girl

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CASE 7: Mr. Donoski's 8th-Grade Science Class (p. 105)

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CASE 7: Mr. Donoski's 8th-Grade Science Class (p. 105)

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Mr. Donoski has a very detailed and thoughtful lesson here with explicit opportunities for students to practice affective skills and a meaningful belief in his students' potential

It's clear that Donoski sees his students and full people who can grow and learn in myriad ways, and this is an important stance to have when teaching

He has an effective checklist and is doing a good job at clearly and systematically evaluating affective skills

He has done a good job foreshadowing/signposting every element of class -- objectives covered how he approached those objectives, why students were doing different activities, how their work today impacts their work tomorrow

He focuses on effort more than grades in evaluation

He could emphasize the ability to respond to failure more clearly (his positivity suggests that the only option is enthusiastic success, which may make students who are struggling to learn stressed)

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whole group watching videos

make predictions of demonstrations

Analysis Questions

Use of technology

should remind them of technology rules

students can easily become distracted and roam the internet

phone use sounds risky

Is this too complex ?

He could help keep the students on track by handing out an accompanying graphic organizer

Did the group video watching help

I guess the idea was to have individual think-time for them to make a prediction before they went to their groups

this is a good idea in theory, but sounds like there was lots of discussion

maybe they could have watched the demonstrations in their groups too?

Selection of non-cognitive skills

I think "show enthusiasm and wonder" is not a key transferable life skill

i think enthusiasm and wonder come naturally

this could be related to in-depth thinking, unless you really think about things deeply its hard to be amazed

if teachers model enthusiasm it is often contagious

Lesson objectives

If he had made a graphic organizer that asked the students to link these terms with the videos that they watched, then maybe his lesson could effectively reach those goals

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CASE 8: Ellen Johnston, Womanhood, and the Industrial Revolution (p. 109)

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CASE 8: Ellen Johnston, Womanhood, and the Industrial Revolution (p. 109)

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This is a very well-planned lesson with many activities and opportunities for students to demonstrate affective skills and reflect on their learning

The authors note that this lesson plan has students switch partners a few times, and suggests keeping teams together in other units if the teacher wants to mix and match partnerships in this lesson

Since there's a lot of cooperative learning, there could be students as "free-riders" if the teacher relied on group grades; that said, by having students submit their individual notes for grades, the teacher can evaluate students individually even while using cooperative learning heavily

These activities are non-competitive, which support interdependent learning and working together

Authors highlight utilizing technology, implementing cooperative learning, and tasking students to read for meaning as major positives of this lesson as it gives students many ways to succeed

The teacher is taking notes on students' individual work with a checklist

students have opportunities to reflect on learning and discuss it in a group discussion the next day

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Circling the room and actually evaluating students on their affective skills during that time is important! "Working the room" is a key skill during students' group work, and it's very important to practice it

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case - womanhood and the industrial revolution

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case - womanhood and the industrial revolution

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complex lesson with many different partners and many different activities

I liked how the assessment asked them to reflect on how they worked well with peers

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1. While many teachers claim that they love those famous “teachable moments” when a spontaneous class discussion gets into important, relevant, confusing and fascinating topics that touch the students and their everyday lives, the use of the Dual Objective Model creates those opportunities in a way that is planned and anticipated.

2. The use of the Dual Objective Model takes the teacher from “well-meaning and intuitive to systematic and intentional,” regarding students’ affective growth. The teacher must be explicit about the affective skill(s) being used and clear in his or her feedback; most schools do not have a systematic framework.

3. The approach called Habits of Mind (Costa & Kallick, 2008, p. 14) provides an exemplary taxonomy of affective competencies that could be easily integrated into the Dual Objective Model.

4. As teachers “work the room” during group work, they must listen, assess, and decide on the content and timing of their interventions with each group. This feedback system for both affect and cognition is the essence of the Dual Objective.

5. Among the questions that teachers will be reflecting on as they “work the room” are the following: (a) Are the interactions and contributions of each member effective? (b) What does this student (or this group) need right now and/or in the future? (c) How productive is the environment within the team?

6. During group work, the teacher is in the perfect position to reinforce meta-cognitive and self-assessing student efforts. The actions involved in collaborating allow the teacher the chance to observe affective behavior both audibly and visibly for analysis and feedback.

7. Students must assess the team effectiveness regularly; this leads to goal formation and developing a realistic sense of self.

8. Teachers using the Dual Objective are in a very complex and stimulating environment most of the time; it is highly skilled instruction. Dealing with the many simultaneous interactions becomes a highly developed skill with extended and thoughtful experience.

9. “Working through” cases and sample situations helps clarify human thinking and decision-making as well as offering options and alternatives to existing behaviors. (p. 114)

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practise and reflective experiences will help teachers become more effective facilitators during group work

interventions during the work have to be systematic and intentional and are important factors in effective instruction

practising and assessing affective skills and giving feedback is important for the student and the teacher

The Dual Objective Model is more effective in incorporating affective skills than waiting for teachable moments