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Improve the Learning Experience: Finnish It ? WVCS Presentation May 20, 2014

Improve the Learning Experience: Finnish It ? WVCS Presentation May 20, 2014. Based on the NaMaYa Course by Nina C. Smith, M.Ed., teacher trainer & pedagogical consultant Sponsored by Teacher’s Center Teaching is the Core Grant Facilitated by Kim Lewis.

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Improve the Learning Experience: Finnish It ? WVCS Presentation May 20, 2014

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  1. Improve the Learning Experience: Finnish It ?WVCS Presentation May 20, 2014 Based on the NaMaYa Course by Nina C. Smith, M.Ed., teacher trainer & pedagogical consultant Sponsored by Teacher’s Center Teaching is the Core Grant Facilitated by Kim Lewis

  2. Big Questions of Today’s Workshop<as advertised>: • What are strategies I can apply to improve students’ intrinsic motivation to learn? • How can I make learning more meaningful to my students? • How can I help students increase their desire and skill in self-regulating? • What ideas can I implement from the Finnish educational model that claims to create students who are trained to survive in the modern economy?

  3. Are we preparing students for a Life of Tests or for the Tests of Life? FINNISH IT? Finnish Vs U.S Educational Reform

  4. Nina C. Smith

  5. What did I MINE from her work? • Metacognition • Growth Mindset • Habits of Mind • Executive Function – Self Regulating • Locus of Control • Feedback as a strategy • LQ – Learning to Manage your Own Learning

  6. Student- Centered Learning 14 Learner Centered Psychological Principles: Thoughts from Worksheets?

  7. OLD Bloom’s Taxonomy NEW REVISED Bloom’s Taxonomy Motivation to learn is stronger when driven by the young person’s prior knowledge and interests http://edweb.sdsu.edu/courses/EDTEC470/sp09/5/bloomstaxanomy.html

  8. WHY focus on Prior Knowledge? Connecting to Real Life

  9. Strategies RESOURCE • Uncover and Discuss Hidden Expectations • Negotiating the meaning of words with students is one tool to handle hidden expectations(Example “Group work”) • Students who feel they are being treated fairly are more committed to learning. • Use Student Self-assessments • For knowledge • But also effort, learning styles, the environment • Make Brain Connections • Personalization

  10. Interesting…… Rubrics that require both self-assessments and teacher assessment can be effective motivators. When my students produce a product, they must evaluate their own work based on quality of the product and quality of the work process. I discovered quite by accident that expectation of performance and actual performance are often completely disconnected. Low achieving students predicted low grades even when they gave themselves mid to high scores on the rubric. Conversely, students who tend to perform well in academic classes ….have stated that they deserved a high grade because “I always make As”. When students can recognize their own successes and identify their own need for improvement, they are more likely to take ownership of their own learning. http://www.edweek.org/chat/2006/08/30/transcript_08_30_06.html

  11. Connections Stimulate Learning • Neds Gr8 8

  12. Student Engagement:5 Powerful Questions Teachers Can Ask Students RESOURCE • Wait time to think • Vary your tone • Use this scaffold: “Think Pair Share” http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber What do you think? Why do you think that? How do you know this? Can you tell me more? What questions do you still have?

  13. 3C’s of Effective Teaching and Learning

  14. METACOGNITION: Thinking about Thinking SWBAT: Learning Goals

  15. Executive Function: Self Regulating RESOURCE: D/LEF 101

  16. Executive Function: Self Regulating

  17. Executive Function: Self Regulating

  18. Executive Function: Self Regulating

  19. Habits of Mind

  20. Explore Meanings Expand Capacities Increase Awareness RESOURCE

  21. Focused & EffectiveFEEDBACK Dimensions of feedback: Quality of feedback:

  22. RESOURCE 26 min video

  23. Goals and Motivation ERIC Digest 1994 http://www.alfiekohn.org/teaching/ror.htm "In short, good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive. Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning. Rewards--like punishments--are unnecessary when these things are present, and are ultimately destructive in any case."

  24. Which quadrant do most of your students “live” in? Where do you want them to be? LOCUS OF CONTROL

  25. Carol Dweck, Ph.D. My specialty in motivation is the study of students' beliefs about their intelligence. My research shows that students who believe their intelligence is fixed (they have only so much and that's that) tend to worry about how smart they really are. Their motivation and engagement are tentative--when a task gets too hard, they lose interest and flee. But students who believe their intelligence can be developed get deeply involved in learning and remain engaged in the face of difficulty. We have shown in many studies that their engagement and intrinsic motivation is hardier.

  26. Growth Mindset Click  Intro Clip Test Your Mindset On Line Carol Dweck, Ph.D

  27. “ If you’re doing what you did yesterday, Then you are not planning for tomorrow.”

  28. Daily Reflection : Find Positive Elements What went excellently today and WHY? What could have been better and HOW? What do I want to change in my teaching?

  29. People do not thrive in an environment in which they feel judged… An administration that simply judges and evaluates its teachers will not win their trust, but an administration that shows it is interested in helping teachers improve and grow will be seen as the teacher's ally. Teachers who live in this more trustful environment may then be encouraged to create such an atmosphere in their classrooms. Thoughts on Motivation The solutions for students motivation come from examining the degree to which the interpersonal climate in a learning setting allows students to satisfy their three basic psychological needs (i.e., competence, autonomy, and relatedness). To the extent that they are able to satisfy their needs by doing school related work, they are likely be motivated. Excerpts from “Student Motivation: What Works, What Doesn't” August 30, 2006 Guests: Edward L. Deci, professor of psychology at the University of Rochester; Carol Dweck, professor of psychology at Stanford University; and Susan Graham, middle school teacher at Gayle Middle School, Stafford County, Va. http://www.edweek.org/chat/2006/08/30/transcript_08_30_06.html

  30. Principles of Effective Learning: RESOURCE: D/L http://www.howyouthlearn.org/pdf/Realizing%20the%20Poential%20of%20Learning%20in%20Middle%20Adolescence.pdf Is In- Depth and Immersive Is Rooted in Community of Practice Provides Growing Challenge & Opportunity to Exercise New Capacities -Learning takes place within but at the outer limits of the learner’s resources Attends to Motivation [So that we can…. ] Supports Developmentally Appropriate Agency

  31. Principles of Effective Learning- Cont.: Provides Opportunities to Apply Knowledge and Make Meaning of Learning Experience Recognizes the Importance of Emotion in Learning [Helps young people learn to manage emotions as they pursue their goals] Links Assessment Closely to the Learning Process Is Diverse as a Whole Is Supported by a Rich/ Multi-Dimensional Role [Strong Relationships]

  32. Additional Resources: • http://insidetheclassroomoutsidethebox.wordpress.com/2014/04/13/musings-on-mindset/ • http://www.mindsetworks.com/default.aspx • http://www.mindsetworks.com/webnav/program.aspx • http://larryferlazzo.edublogs.org/2012/10/13/the-best-resources-on-helping-our-students-develop-a-growth-mindset/ • http://www.habitsofmind.org/node/713 • http://www.teachinternalcontrol.com/ • http://www.edweek.org/chat/2006/08/30/transcript_08_30_06.html MOTIVATION info • LQ – Learning to Manage your Own Learning • http://www.ace-d.co.uk/id11.html

  33. Video Clips Professor John Hattie, has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia

  34. http://school.namaya.com/aspdp/index.php/courses/47-improve-the-learning-experience-finnish-it/learn_paths/295-module-2-building-knowledgehttp://school.namaya.com/aspdp/index.php/courses/47-improve-the-learning-experience-finnish-it/learn_paths/295-module-2-building-knowledge

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