22. Mindset “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck Principle #3: Self-Efficacy
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Notas del editor
Jen
Introduce handouts (remind them objectives are there and then there are reflection/note taking boxes for each of these motivations) Jess
Jess2 minutes
10 minutes
Jen 5 min Bring copies of the books!
Jen
Jess 5 minutes
Jess 1 minute
Jess
Jen 6 minutes
Jen 3 minutes
Jen 1 minute
Jen (if time?)
Pgs. 18-19 Guthrie; Students must be motivated to become literate We must move them from performance-minded to mastery-minded Focus of our teaching must be mastery goals Page 7 of packet (Jess)—mindset graphic
Mastery goals—Andrew’s learning target example (Jen) p. 8 Relevance vs entertainment (Jess) Hand on—RT p. 9 (Tom example of unpacking a standard)—Jess Re teach—How to (Jess) Effort over performance POL (p. 10)
Daily 5 offers opportunity for all of this CREW—p. 11 Arranging partnerships—dynamic Grouping p. 12 RESPECT p. 13 and Readicide p. 14
Add Lucky Book Trailer! Activities—Inner Voice (p. 15)—so kids are confident about what they can share with other students. . .social in a meaningful way. RRJ p. 16 Comprehension Continuum p. 17-18 Book Pass p. 19 Book Buzz p. 20 (and in your new book, yay!)
Recognize the gap (Jen—sharing literacy history. . .no sugar coating) p. 21-22 Jess—shoe size Goal setting—p. 23 (reflection) Andrew’s word study test Establishing initial confidence (status of the class—conference tool not a punishment) Value added test p. 25-26
p. 27 (Andrew math)—feedback comes AFTER goal, test, reflection!