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Multiple modes, mindsets and mistakes class (redirected from Multiple modes, mindsets and mistakes virtual class)

Page history last edited by sharon edwards 3 days, 20 hours ago

Copy the assignment into your learning log:

https://docs.google.com/document/d/1L0a-so-YVxq5xg_bn43DeEW46X4LRTi_3jX2SH3mAj8/edit#heading=h.b9d6fahp8wqg

 

 

 

 

 

 

Week 1  Multiple Modes of Learning, Mindsets, and Mistakes

 

Assignment due Tuesday, February 1 by 4 p.m.

 

 

 

 

Scan the page, accomplish the workshops in the order you want to do them.

 

ASK yourself, "What am I curious about and hope to find out?" 

prior to viewing, listening, reading and doing a workshop.

 

Answer ALL questions asked and if you want to do so, explain what resulted from asking your own questions to begin learning.

 

 

 

 Class Opener  What is YOUR mindset about learning? Can YOU change it?

 

1. Do you believe there are skills or academic areas that YOU CANNOT learn?

 

2. Do you believe YOU are "good at" learning some things and "not good at" learning other things? 

IF YES, why do you think thisIF NO, why do you think this?

 

3. What would help YOU believe YOU CAN learn to do something difficult or something YOU are "not good at"? 

 

 

 

Workshop 1  Fixed and Growth Mindsets

 

View video.

 John Legend, Professional Composer & Vocalist 

 

4. Analyze and list ALL ACTIONS John Legend chose to do to accomplish his goal of gaining a recording contract.

 

  DESCRIBE his beliefs about how talent, effort, and failure help us achieve personal goals.

 

 

 

 

                                                                                                                                                                                                                                           Image on WikimedCommons by Jd546

 

Fixed Mindsets

 

Image on Wikimedia Commons by Jd5466

 

 

Teachers and tutors assume intelligence is fixed and no tutoring or schooling changes it.

 


fixed mindset believes talents, abilities and intelligence as determined at birth by genetics, and not able to change.

 

This belief influences a person to avoid challenges that might lead to failure or make them look not smart.

 

fixed mindset person thinks they cannot learn some things and might say:

I have never been good at math,” or Math is not my thing.” 

 

 

 

 

 

 

 

 


Image by Katie Wright, University of San Diego
Image by Katie Wright, University of San Diego

Growth Mindsets

 

Teachers and tutors believe that learners can acquire and use a growth mindset for learning so they choose words that convey confidence in students' abilities to learn.

 
growth mindset believes talents, abilities, and intelligence can always change through experience and practice. 

 

 Skills and knowledge are achieved through making mistakes and choosing different responses-- intelligence is changeable.


growth mindset person thinks,

"I will gain knowledge and skills through curiosity, effort, practice and learning from others who help me understand or do thing in different ways."

 

 

 

 

Teachers' words and behaviors reflect their mindsets about students' learning.

 

5. Describe a CLASS or an EXPERIENCE in your K-12 school experiences where a teacher taught or supported a growth mindset for you and ALL students

  • What did the teacher DO and SAY to create growth mindsets in all of you?

 

6. Describe a CLASS or an EXPERIENCE in your K-12 school experiences where a teacher taught with or supported a fixed mindset for you or for other students

  • What did the teacher DO and SAY to create the fixed mindsets for you or others?


 

 

 

Workshop 2  Multiple Modes of Learning

 

 

LOGICAL-MATHEMATICAL
connects different ideas to each other to understand concepts
solves puzzles and seeks answers to puzzles
experiments, revises, tries again
asks questions seeking to understand more

INTRAPERSONAL
self-directs own learning
sets personal goals and tries to achieve them
thinks or perceives intuitively
reflects introspectively to make change in oneself

NATURALIST
learns and plays in and enjoys being outdoors
interested in and recognizes differences and similarities in plants, animals, science, weather, cycles in nature
is conscious and aware of how natural patterns change

VERBAL-LINGUISTIC
is keen on learning and using words and knowing the power of words,
seeks to enlarge vocabulary and to learn other languages
reads, writes, debates, argues, revises and critiques

VISUAL SPATIAL
recognizes natural and architectural shapes and patterns, sizes and scale, distances, concepts of physics

utilizes space distances and differences in sports or play and in figuring out how to do something
designs, draws, paints, perceives information through artistic and aesthetic qualities
learns from pictures, photos, maps, drawings, architectural plans

 
BODILY-KINESTHETIC
enjoys moving, dancing, playing sports, acting, building, constructing, fixing things
engages in role plays, simulations
seeks activities where movement and coordination influence learning

MUSICAL-RHYTHMIC
actively listens to and recognizes different tones, rhythms, cadences and voices
thinks in sounds, composes, seeks audio resources
sings, orates, acts and creates music

INTERPERSONAL
perceives and responds empathetically and sympathetically to others
is socially aware, utilizes leadership behaviors, is inclusive of others
participates in groups and facilitates communication

 

 

 

 

LEARN TO JUGGLE using SOCKS or BALLS!

 

 

 

View BOTH videos. 

 

Taylor Tries

 

0:00- 3:35 1 ball  

 3:40- 5:40 2 balls  

5:49- 9:38 3 balls  

9:40- 12:30 further tutoring & problem solving

 

 

Niels Duinker

 

0:00- 2:15 1 ball   

2:15-4:46 2 balls 

4:50-7:26 3 balls

 

 

 

CHOOSE how to show your learning:

 

film 10 seconds of video showing you juggling 2 or 3 objects.

Insert the video into the learning log or email it to me.      sae@umass.edu

 

bring to class February 1 socks or whatever you are juggling and demonstrate juggling 2 or 3 objects.

 

 

 

 

 

 

Analyze Your Learning About Juggling 

 

  • How often did you practice during the week?

 

  • What were your strategies for your practice? Did they help you? 

 

  • What frustrations and successes did you experience? 

 

  • Was one or the other of the videos more helpful to your learning? Which one and why?

 

  • What multiple modes of learning did you use in juggling?

 

 

 

 

 

Workshop 3  Don't Prevent Student Mistakes, Prepare for Them

 

external image Polybooks.png 

 

HEAR audio OR READ text.

 

 

 

7. How would you explain to a friend the differences in beliefs about how struggle influences learning in Japanese (Eastern) math classes and United States (Western) math classes?

 

8. U.S. first graders and Japanese first graders acquired their opposing beliefs about mathematics from adults and teachers.

 What happened when each group saw the unknown math problems?

 



Hong Kong's Symphony of Lights fireworks/ Kroot

 

Mistakes created fireworksClick the link to learn!

 

 

 

9. Write your IDEA ABOUT how ONE OF THESE was created.

 

Silly String

Post-It Notes

Play-Doh

Electronic Ink

Super Soaker

 

 

 

DISCOVER how THE ONE YOU CHOSE became what it is. 

  1. Party in a can: the story of Silly String

  2. Post-It notes 

  3. Play-Doh 

  4. Electronic Ink/the Kindle

  5. Super Soaker

 

 

10.  EXPLAIN which of the following you think helped make the product we know today:

mistakes, change of purpose, growth mindsets or a combination of these. 

 

 

 

Big Idea Closer   Inventing, creating, problem solving = learning tools

 

 

external image Polybooks.png 

How old are inventors, creators, problem solvers? Read the link to find out! 

https://www.greatbusinessschools.org/10-great-inventions-dreamt-up-by-children/

 

11. Which invention or inventor surprised you the most? Why?

 

12Imagine yourself inventing a product.

  Have you thought about inventing something new or changing something?

 Describe what it is OR what you might invent to do something you would like.

 

 

 

 

 

 

 

 

 

 

 

 

NOT PART OF THE ASSIGNMENT

 

 

 

 

 

Power of Wonder chart from Research for Better Teaching

 

 

 

 

 

 

 

 Resource: Expose Talented Kids from Low-Income Families to Inventors and They're More Likely to Invent

 

Students in school are often asked to solve puzzles, answer questions, figure out connections by themselves. But many students when working alone find they do not immediately see the answers to problems or the connections between academic materials.

 

They begin to think of themselves as being not good at different learning or they think of themselves as a failure at learning a topic.

 

They adopt fixed mindsets "I can't do this . . . ."  They become disengaged, discouraged, defeated and ashamed.  

 

Supportive Tutors/Coaches/Mentors Use Mistakes As Teaching Tools

 

  • Tutors have an essential role helping students solve the puzzles they encounter in all academic subjects to make growth mindsets.

 

  • By solving puzzles students see themselves successfully achieving academically; achieving strengthen their beliefs that they can and increases their motivation to continue to do so.

 

  • Tutors must use multiple strategies to help students/no one strategy fits every learner

 

  • Coaching is necessary to inspire and empower learners.

 

  • You can adopt multiple personalities to support student learners:

Explainers, Procedure Followers, Strategists, and Visualizers and Creative Idea Makers. HUMOR is a significant learning/teaching tool. 

 

Tutors/Coaches/Mentors Use Mistakes as Teaching Tools.  Mistakes show learning and give direction for next steps.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Puzzle Sheets are low-stakes events; but puzzles like the following 4th grade math problems are much higher-stakes events for many students

 

 

  • Show the coaches and their different approaches

 

  • The coaches are tutors!

 

 

 
 Jake's Juggling Video

 

 

 

 

 

  TUTORING SCENARIO

 

You are tutoring a student in a middle or high school science class who is learning about human origins on Earth.

After reading the textbook, the student is confused about the great climatic and environmental changes that shaped the Earth and eventually permitted the growth of human life. The student is also disinterested in this topic.

 

MUSIC

Eric Idle of Monty Python's musical walk back in time, Galaxy Song

Galaxy Song lyrics

 

GRAPH History of the Earth in a 24-hour Clock from the website, Flowing Data.

 

VIDEO

  Evolution of Life on Earth

 

Who do you know, a friend or family member, who would find one or the other interesting. Which of them intrigues you and helps you learn this concept and history?

 

 

 

 

 

 

 

 

 

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