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1. This has everything to do with tapping into prior knowledge and experiences. People learn best when they can relate new knowledge to something that they have learned or experienced in the past.
2. This is very much teacher focused. We are tasked with engaging students and making their learning relatable. This might mean starting a lesson off with a discussion, reading a story, or even solving a problem in a way they have previously, before adding on.
3. I don't love KWL charts, but it is a strategy to get students thinking about what they already know. Like I said before, a discussion, a book or a video are also great ways for students to compare their new learning to previous learning.
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1. This is all about collaboration!
2 This looks like group work, team challenges and group discussions.
3. I would first set up group norms for the classroom. I would want them to have different questions to be able to ask such as "do you have a better way to do this?" or "what is your idea?" Over Zoom, I did this a lot through break out rooms!
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1. Using and teaching depth of knowledge questions. Students have to be taught to ask meaningful questions rather than surface level.
2. In the classroom, this would look like me modeling a lot of constantly asking "why" or "show me".
3. Like stated, I would use a lot of modeling in discussions and in lessons so that students see what they should strive for. As well, making a visual of good questions to ask so that when they are practicing, they can refer to something.
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1. Learning is forever ongoing. We should always welcome the opportunity to learn something new.
2. This would look like finding time to learn more, and seizing any opportunity to learn.
3. I would encourage and reward new learning. I would also love to be able to use research projects and even PBL to help encourage questioning and learning.
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1. Laughter crosses all language barriers. Using humor can be a way to relate to one another. Having the ability to laugh at yourself and situations is helpful to be open to knew things.
2. Lots of laughing and smiling while learning hard things!
3. Joke of the day, allowing students to create their own jokes, using fun, silly songs to learn new things.
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1. Striving for accuracy does not mean not making mistakes or being perfect. Rather, it is checking work, making sure all marks are hit, and taking time to perform with excellence.
2. A motto that is said in my classroom often is "we do all things without complaining and with excellence". My students know that if they finish work quickly, I will ask them to check their work, add extra details, or see if they can challenge themselves to reach a next step.
3. There are several strategies I see/use that work for this. First off, I think it starts with setting class norms and standards so students know what the teacher expects. Secondly, I think providing feedback whether orally or through rubrics also teaches students to strive for accuracy, set goals, and double check their work.
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1. Without risk there is no reward! We often lt fear hold us back from new experiences. Taking calculated risks can be worth it!
2. This would look like not being scared of failing or embarrassment. It would look like a classroom environment where students root each other on and celebrate successes rather than poke fun at failures.
3. I think in order to bring a sense of risk taking in the classroom, I would have to model it. Strategies I would use would be brainstorming new ideas, challenging students to read in front of the class, or even choosing a different, more challenging book.
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1.Thinking about our own thinking and learning. As well, knowing our strengths and weaknesses and how we effect others.
2. Teaching this in the classroom is not easy, especially for young students. I want students to understand how they learn best and where they are in their learning.
3. I think the use of self- assessments are an awesome strategy for teaching students about their own learning. Students can reflect on their learning and explain/analyze their learning. Another way to tap into it would be through teacher questioning and using DOK to help students analyze their understanding.
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1. This is the nature of being curious, and searching to further challenge yourself.
2. This would look like fostering curiosity. Pose different questions, students ask different questions. Sometimes, things may get off topic, but I would want to allow for a little bit.
3. I would use a lot of "I wonder" statements in response to things happening around us. In our science curriculum, we introduce units by having students explore phenomena. I think this is perfect to peak interest and curiosity.
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1. This is just how it sounds; having the ability to not get worked up with change. In fact, it is being open and welcoming to change whether it be through different ideas or different view points.
2. In the classroom, I see this being taught through PBL. Students are challenged to look at problems differently, working with team members who might have a different learning style.
3. I would challenge students with a problem and have them study it and try and solve the problem using many different strategies. As well, it would be interesting to introduce new problems along the way they have to solve, creating a need for flexibility.
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1. Creative people seek to color outside the lines. They seek feedback and constructive criticism to better themselves and continue to find new and innovative ways to solve problems.
2. I think this also relates to UDL. Having a classroom that fosters creativity and allows students to demonstrate their knowledge in out of the box ways is essential.
3. I would provide a lot of feedback and choice in the classroom. I think asking the right questions to foster innovation would be helpful such as "why did you decide this?". I think it is also important to model different types of creativity. Being creative doesn't just mean being a good artist.
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Listening With Understanding and Empathy 

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Listening With Understanding and Empathy 

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1. Listening to others and understanding social and emotional cues is key to intelligent behavior.
2. In class, this not only looks like teachers listening to students, but also students respecting and listening to other peers. It also looks like being open to different ideas and points of view while working in teams.
3. In the article, it says that we spend a huge amount of our lives listening, but it is seldom taught in schools. I feel spending time to discuss academic discourse and creating class/group norms would enhance listening and understanding skills.
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1. This habit of mind taps into opening all senses in order to be open to learning new things. It also discusses the importance of visual and performing arts to enhance other learning as well.
2. In the classroom, it would look like using multiple intelligences to deliver instruction. As well, the classroom would be an environment that would foster learning and exploring through different mediums.
3. Ultimately, I feel this relates back to UDL. Giving students choices on assignments could benefit their exploration of different senses. If I was teaching a math lesson, having different manipulatives that look different, feel different etc, could help deepen their understanding.
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1. This is having a plan of action or attack for solving a problem so that learners can stay on track. It also allows for reflection.
2. In class, this would look like students not blurting. I would be sure they understood directions, repeat directions and check for understanding. Students would take time to gather all of their information before asking for help or blurting an answer.
3. The first thing I think of when managing blurting is the practice of a "parking garage". I have done this in my class before where students have a piece of paper where they can write down/sketch their answers, questions or comments while I'm teaching to reduce blurting. As well, students will be able to continue learning without obsessing over what they need to say.
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1. Thinking and communicating clearly is the act of producing the correct and intelligent language to express thoughts and understandings.
2. In the classroom, I think this would look like using accurate verb tenses, pronouns and grammar skills to orally express learning. As well, I think this would be a task for English Language Development if needed.
3. Something that immediately comes to mind is teaching formal and informal language. Students are frequently using technology terms and slang in their writing because that is how they speak. Not only is it a standard to teach formal language, but I think it Is essential for students to learn how to correctly communicate their thinking.
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1. I see persisting as the act of productive struggle and working towards an outcome. I think it also has to do with delayed gratification. Often, if we do not see the success right away, it is easy to give up. Here, it is about finding new ways to attack a problem.
2. I can imagine how not persisting would look in the classroom, but persistence in second grade is smaller. What I envision is students working to solve their own problems rather than simply asking for the answer or giving up when not found.
3. I believe growth mindset is an important practice in order to be successful in persisting. If students understand that their mind is constantly growing, and that mistakes help them to grow, they will be able to further understand the need to persist. I would have verbiage up in the classroom, as well as SEL activities to help with growth mindset.
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