Greetings Cross Creek Educators,
It's been a very difficult week thanks to Hurricane Matthew. I have extended NLT dates for the previous entry, but I am also adding the third installment for those who have completed entry number two.
Using some of the tools in the growth mindset toolbox may be beneficial to both teachers and students during this time. Once students return to school, acknowledge the loss and setbacks but forge ahead in the work that needs to be done. The "work" can be a distraction for those who have suffered greatly. You've got this! Our students are in great hands when they return, thank goodness!
In this hybrid book study teachers will earn a total of 12 hours (1.2 ceu's) for reading each chapter, responding to discussion prompts online, and sharing application of ideas. You will be given no later than (NLT) dates for completing chapters.
I want to thank Melissa Storms for giving me much needed help with this study. In growth mindset fashion, I had to experience a little failure in order to become a better blogger.
Read chapter three, click on "comments" to answer. Number your answers to correspond with the questions. Your application assignment follows (Veteran teachers will have a different assignment than BT teachers). If you have questions feel free to contact me. athetford@edumentality or email@example.com.
For all teachers:
1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?
2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.
Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Check off all differentiation strategies currently in consistent use in your classroom instruction. Choose ONE Differentiation Idea from this chapter to try in your classroom that is not consistently used.
3. With your pseudonym student in mind (that is, a student that has a fixed mindset tendency), share what you tried, what went well, and what you might do differently next time.
1: Preview & Preassess
2: Curriculum Compacting
3: Flexible Grouping
4: Anchor Activities/Management
5: Acceleration and Enrichment
6: Formative Assessment
3. Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Find one of the strategies listed that you will try (example, create a pre-assessment for an upcoming unit of study or forming intentional instructional groups, etc) and share what you tried, what went well, and what you might do differently next time.