Week 1 Assignment
Multiple Modes of Learning, Mindsets, and Mistakes
due Tuesday, September 13 by 4 p.m.
Look at the topics on the page.
Do workshops throughout the week.
Ask yourself, "What am I curious about and hope to find out?"
Answer ALL questions thinking HOW they create your learning.
Opener Mindsets = I CAN or I CAN'T
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View

John Legend, Professional Composer & Vocalist

1. LIST ALL ACTIONS John Legend used to accomplish his goal of getting a recording contract.
2. DESCRIBE his BELIEFS about talent, effort, and failure helping achieve goals.
Image on WikimedCommons by Jd546
Growth Mindsets
Image by Katie Wright, University of San Diego
Do you say . . .

I gain knowledge and skills from curiosity, effort, practice and learning with others who help me do things in different ways.
Fixed Mindsets

Do you say . . .
I am not good at
math
learning languages
drawing
biology
physics
coding dancing
volleyball
writing
taking tests
juggling
speaking in class
(or anything you add to the list)
I make mistakes, it's hard, I can't do it.

3. Do you believe there are skills or academic classes YOU CANNOT learn?
4. Do you believe that YOU are "good at" learning some things and "not good at" learning other things?
IF YES, what makes you think this?
IF NO, why do you think this?
5. What would make you believe you CAN learn how to do something difficult or something you are "not good at"?
Teachers' words and behaviors reflect their mindsets about STUDENTS' learning.
6. 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?
7. 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
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LEARN TO JUGGLE using SOCKS or BALLS!

TIME your practice to record as self-tutoring hours.
If juggling is a sport that is not physically easy or possible, please email Sharon to make other plans. sedwards@educ.umass.edu
View ALL videos.

The Amazing Nano Brothers Juggling Show
00:00 -1:21 1, 2, 3 balls
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
0:00- 2:15 1 ball
2:15-4:46 2 balls
4:50-7:26 3 balls
BRING TO CLASS February 1 socks or whatever you are using to juggle 2 or 3 items.
If juggling is a sport that is not physically easy or possible, please email Sharon to make other plans. sedwards@educ.umass.edu

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? (see below)
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
Workshop 3 Don't Prevent Student Mistakes, Prepare for Them
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HEAR audio OR READ text.
8. How would you explain the differences in beliefs about how struggle influences learning in Japanese (Eastern) math classes and United States (Western) math classes?
9. 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 fireworks. Click the link to learn!

10. 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.
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Party in a can: the story of Silly String
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Post-It notes
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Play-Doh
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Electronic Ink/the Kindle
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Super Soaker

11. 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 Who invents, creates, problem solves? |
https://www.greatbusinessschools.org/10-great-inventions-dreamt-up-by-children/
https://www.bbc.com/news/business-44860428

12. Which of the inventions and young inventors surprised you the most? Please explain why.
13. Imagine YOU inventing a product, a service or a new way of doing something.
Describe what the invention is OR what you might change about something to make it WORK as 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
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
Jake's Juggling Video
https://themoth.org/radio-hour/you-gone-learn
TUTORING SCENARIO
MUSIC Video
Eric Idle of Monty Python's Comedy Group sings a musical walk back in time, Galaxy Song
Galaxy Song lyrics
Circle 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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