Multiple Modes of Learning, Mindsets and Mistakes

 Week 2 

 First assignment due Tuesday, September 12 by 4 p.m.

 

 

 

 

Workshop 1    Mindsets direct EFFORTS to gain achievement

 

View

 John Legend, Professional Composer & Vocalist 

 

 1. LIST ALL ACTIONS John Legend made in 6 years to accomplish his goal of getting a recording contract.

 

 2. Describe how HIS BELIEFS about failure, effort, and talent inform achieving goals.

 

 

 

 

                                                                                                                                                                                                                                           Image on WikimedCommons by Jd546

 

 

 

 

 

Growth Mindsets believe learning success is open to everyone if we have

 

curiosity

 

interest

 

tutoring

 

right strategies

 

right resources & tools

 

right beliefs

 

determination.

 

 

 

 

 

 

 

 

 

  

 

Fixed Mindsets believe learning success is not open to everyone because

 

 

I'm not good at . . .

 

math
learning languages
art
science
coding, computer science
playing an instrument
dancing, singing, acting
sports
writing

speaking in groups
taking tests

 

and I can't change.

 

 

 

3. Do YOU believe that YOU are good at learning some things and not good at learning other things? Explain why you believe this, you in particular, not people in general. 

 

 

4. What resources or tools might help you learn something difficult or something you are not good at learning?

 

 

TEACHERS' MINDSETS CREATE STUDENTS' ACHIEVEMENTS & BELIEFS

 

5. Describe a teacher or coach (in elementary, middle or high school) who communicated a belief that everyone could learn the content or skill.

   What did the teacher/coach DO and SAY to create confidence in you and other students about successful learning for all?

 

 

6. Describe a teacher or coach (in elementary, middle or high school) who communicated a belief that NOT everyone could learn the content or skill. 

   What did the teacher/coach DO and SAY to create NO confidence in you and other students about successful learning for all?

 

 

 

Workshop 2      Multiple Modes of Learning TEACH

 

 

LEARN TO JUGGLE SOCKS or BALLS!

Make sock balls!  Add weight w/golf balls inside, fold 1 or 2 socks together! Or use rice as weight!

https://www.youtube.com/watch?v=2NgUwPQ9rRE

 

 RECORD your practice TIMES as self-tutoring hours.

 

If juggling is not physically possible, we'll make other plans. 

 

 

 

  View 2 of 3 videos to CHOOSE ONE as YOUR TUTOR.  

 

How to Juggle w/Jack Kalvan 

 

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

 

7. Learning to Juggle

 

• Which multiple modes of learning did you use while practicing to learn to juggle?  (Descriptions of these are below the photo of jugglers.)

 

• What were your strategies for your practicing and how did they help you? Did you practice every day?

 

• What frustrations did you experience? 

 

• What successes did you experience? 

 

• Was one of the videos more helpful to you as a learner?  Who was the coach and how did they help you?

 

BRING TO CLASS next Tuesday socks or balls or whatever you're juggling.

 

 

 

 

Multiple Modes of Learning

 

Bodily-Kinesthetic
moving, dancing, playing sports and instruments, acting, building, constructing & fixing things, activities where movement and coordination influence learning

 

Interpersonal 
perceives and responds empathetically and sympathetically
is socially aware, utilizes leadership behaviors, is inclusive of others

Verbal-Linguistic 
reads, writes, debates, argues, revises and critiques, curious about words and learning languages 

 

Logical-Mathematical
connects different ideas to each other, learns to understand concepts, solve puzzles, sees math in all daily activities

 

Naturalistic
learns, plays or works outdoors
recognizes differences and similarities in plants, animals, science, weather, cycles in nature

Intra-personal
self-directs own learning/ sets personal goals and works to achieve them
thinks and reflects in order change behaviors or responses

Visual Spatial
utilizes space and recognizes concepts of math and physics while watching or playing sports or dancing or moving

creates, designs, draws, paints, crafts, makes comics/ videos/ animations, creates with blocks, sews

analyzes and learns from pictures, photos, maps, drawings, graphs

Musical-Rhythmic
hears and recognizes tones, rhythms, cadences and voices, recognizes rhythms in sports, weaving, dance

sings, broadcasts, acts and creates music, mashes melodies and beats

 

 

 

Workshop 3     Utilize Mistakes - Don't Prevent Them

 

HEAR OR READ 

• Struggle for Smarts? How Eastern and Western Cultures Tackle Learning
• TEXT OF Struggle for Smarts

 

 

U.S. first graders and Japanese first graders acquire their beliefs about struggle and mistakes from adults and teachers.

 

8. How is making mistakes while learning math viewed by EASTERN hemisphere (Japanese) teachers and students in classes and how are mistakes viewed by WESTERN hemisphere (United States) teachers and students in classes?

 

 

9. Contrast how Japanese and U. S. first graders respond to solving unknown math problems. What did each group do?

 

Hong Kong's Symphony of Lights fireworks/ Kroot.  Mistakes created fireworks. Click the link to learn how if you are curious!

 

 

 

10. Choose 1 of these 4 products to investigate how it became what it is.

 First, describe how YOU THINK it was created. Second, click the link to learn how it became what it is.

 

Party in a can: the story of Silly String