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Mindset, Motivation, & Feedback
Transcript of Mindset, Motivation, & Feedback
Increasing "At Bats"
How often do your students interact with your key content?
No Opt Out!
Learn more about your brain at this interactive site!
Increasing at Bats
Lemov, D. (2010) Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass. ISBN: 978-0470550472
No Opt Out
Effective teachers don't permit students to opt out. “I don’t know” is simply not an acceptable answer. Students can pass on a question, but if they do, they should be asked to repeat the correct answer, and effective teachers look for ways to recast the question for the students who “passed” later in the class session.
Learning never ends with the correct answer. Move beyond correct answers and extend student knowledge. Perhaps hit them with a Why? How? Now what? What’s a better word for? How can we unbundle this? What’s an alternate solution? What’s an alternate application?
Also known as Call and Response, this a technique has teachers get the entire class to answer at once. This should be energetic, active and spirited and this can be used to have the class Repeat something the teacher has said; Report answers in unison; Reinforce new information or strong answers; and Review or call back information learned earlier.
allows you to effectively and systematically check for understanding. Don't just check the students who volunteer. Effective teachers know their students’ names and systematically cold call all of them. This increases the speed of a class both in terms of the perceived speed and the actual speed with which teachers cover new material. Cold calling also distributes work (engagement) more broadly across the classroom, and it encourages those students who would not volunteer, but know the answer.
This rapid Q&A game should be energetic, active and spirited and is often done at the end of class to charge students up before they leave. In rapid fire succession the teacher asks questions of students often reviewing critical content covered in class or reviewing content covered in a previous class. It can be done individually or in teams. Points can also be awarded.
How Do You Praise Students?
Look at that!
Tell me about it.
Show me more.
How did you do that?
Let‛s see what you did. 7. How do you feel about it?
How did you figure that out?
I see that you __________.
That looks like it took a lot of effort.
How many ways did you try it before it turned out the way you wanted it?
What do you plan to do next?
That looks like it took so much work.
Are you proud of the work you put in on this?
Better than _________.
You can do things differently, but the most important parts of who you are can't be changed.
You can always change basic things about the kind of person you are.
Which of the following feels true to you?
Read the feedback below, is it growth or fixed?
What important aspects of feedback do the colors represent? How could this feedback be made better?
Focus on Feedback
In addition to being timely, teachers should consider other aspects of good feedback.
Met, Not Yet Met, I Noticed:
focus is on aspects of quality or progress within the student’s work against criteria that has been set. The teacher places a checkmark in either the Met, or Not Yet Met column based on the student’s performance against the criteria, then adds a brief comment in the I Noticed column that focuses on quality or progress of the work from the last task. An M or NY can be recorded by the teacher to track student work.
Select two highlighters: one colour to highlight “what is working” (green) and one colour to highlight “what needs improving” (pink) and highlight each student’s work in relation to the criteria. Students figure out why the identified parts have been highlighted in green (what is working with them) so they will know what to keep doing next time. Students figure out why the identified parts have been highlighted in pink (what needs improving) and work to make the improvements. The teacher can work with small groups on a mini-lesson according to information collected from highlighting (i.e. work with those students who had a lot of parts highlighted in pink).
More of, Less of:
focus is on helping students to see where to concentrate their efforts and on what specific aspects. It is an excellent way to give feedback at a mid-point. Feedback is given in relation to the criteria with 2 - 3 suggestions for what the student needs to do more of or less of to be successful on the task.
Write specific feedback on a post-it note about the student’s successes or a suggestion for improvement, related to the selected criteria. Students work to improve the work based on the feedback. The next time students do a similar piece, they can move the post-it note and include a “Please notice…” statement. Teachers can collect the post-it notes and record growth. This is an excellent strategy for students to give each other feedback.
The New Name Game