empowering the learner

EMPOWERING THE LEARNERJenifer BornDistrict Peer Mentor Teacher

DESIRED OUTCOMES Develop understanding of brain research as it

relates to learning Investigate proper use of feedback Explore ideas for involving students Explore practices in which students monitor

their own learning

AGREEMENTS Everyone participates; no one dominates Stay focused and take responsibility for your

learning Be positive Use technology respectfully

RATIONALEThe new appraisal system focuses strongly on a student-centered, student-led classroom.

Research supports this type of classroom learning environment because it empowers students and positively impacts student achievement.

TRENDS OF DISTINGUISHED EVIDENCE

Dimension 2: Learning Environment

Student-centered learning, student to student interaction, student leadership, student metacognition. Every student is challenged, accommodated, respected. Proactive classroom management. Students actively engaged in classroom and in use of technology.

TRENDS OF DISTINGUISHED EVIDENCE

Dimension 3: Instructional Delivery and Facilitation

Rich engagement with a variety of checks for understanding. Higher order thinking with student-led discussion and choice. Extensive strategies with innovative materials.

TRENDS OF DISTINGUISHED EVIDENCE

Dimension 4: Assessment

Consciously plans and uses a multitude of data to progress monitor. Students contribute, analyze and make changes to their learning paths. Content, process, and product differentiated efficiently.

TRENDS OF DISTINGUISHED EVIDENCE

Dimension 6: Relationship with Students

Proactively seeks out a multitude of methods to build positive, genuine relationships with ALL students.

FRAMEWORK FOR LEARNING Teach your students about the brain and

learning

Teach your students about a growth mindset for learning

PRISCILLA VAIL, AUTHOR OF EMOTION: THE ON/OFF SWITCH FOR LEARNING

“Faced with frustration, despair, worry, sadness, or shame, kids lose access to their own memory, reasoning, and the capacity to make connections.”

VAIL FURTHER STATES…“The emotional brain, the limbic system, has the power to open or close access to learning, memory, and the ability to make novel connections.”

GROWTH MINDSETDweck (2006) states, “One way to create a growth mindset culture for learning is by providing the right kinds of praise and encouragement.”

http://www.mindsetworks.com/professional-development-and-tools/

INVOLVEMENTShifting from a teacher-led classroom to a student-centered classroom requires a significant change in thinking.

IN MY CLASSROOM…How might you give students a more significant role in your classroom?

Think/Pair…Use Bounce cards as sentence stems for responses.

BOUNCE CARDBounce:Take what your classmate(s) said and bounce an idea off of it. For example, you can start your sentences with…“That reminds me of…”“I agree, because…”“True. Another example is when…”“That’s a great point…”

SUM IT UPSum it up:Rephrase what was just said in a shorter version. For example, you can start your sentences with…“I hear you saying that…”“So, if I understand you correctly…”“I like how you said…”

INQUIREInquire:Understand what your classmates mean by asking them questions. For example, you can start your questions with…“Can you tell me more about that?”“I’m not sure I understand...”“I see your point, but what about….?”“Have you thought about…?”

PONDER THIS… People always say, “There is no such thing as

constructive criticism.”

My question: Is there “constructive” feedback?

DEBATE TEAM CAROUSEL: IS THERE “CONSTRUCTIVE” FEEDBACK?

1. Give your opinion and explain your rationale. Record your opinion and explain your reason for it.

2. Add a supporting argument. Read your classmate’s response. In this box, add another reason that would support your classmate’s response.

3. Add an opposing argument. In this box, record a reason that might be used to argue against what is written in boxes #1 and #2.

4. Add your “two cents.” Read what is written in the three boxes . Add your opinion and your reason for it in this box.

SUGGESTED PRACTICES FOR HIGH QUALITY FEEDBACKNote:

Giving feedback to students lets the students know that you know them well and that you care about their effort and their progress.

Connect to clear learning targets that teachers have shared with students.

Begin with the strengths in the student work under discussion.

Discuss questions or concerns about the work.

SUGGESTED PRACTICES FOR HIGH QUALITY FEEDBACK, CONTINUED Provide direction on how to address these

questions and concerns.

Be individualized to each student.

Be delivered in student-accessible language and forms.

Arrive when learners can still use it.

ANOTHER TYPE OF FEEDBACK TO CONSIDERGiving feedback about effort helps students to better understand that perseverance and persistence pays off.

READ AND DO Read the article, “Keeping the Destination in

Mind.” Find three key points Rank the three key points Summarize the top ranked point Share with a partner Be prepared to share

CREATING THE OPPORTUNITY TO LEARNBoykin and Noguera (2012) stated, “Evidence has mounted that learners’ goals can significantly affect academic functioning in ways that can address the achievement gap.”

DATA NOTEBOOKSUse of Data Notebooks is recommended strategy for improved student performance and supported by Baldrige. http://www.montgomeryschoolsmd.org/info/b

aldrige/staff/addresources.shtm http://www.pendercountyschools.net/cms/On

e.aspx?portalId=3727476&pageId=11081042

STUDENT-LED CONFERENCINGThere are many forms available online that you might consider when planning for student-led conferencing.

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