Important Enough to Back Track: Adult Communication that Impacts Student Success in Schoo

Source: Important Enough to Back Track: Adult Communication that Impacts Student Success in Schoo

Feedback Through Teacher-Student Dialogue

Source: Feedback Through Teacher-Student Dialogue

Feedback Through Teacher-Student Dialogue

Growth Mindset that goes beyond “effort”: Minor Mirror, Model, Mentor

Four Teaching  (Feedback) Moves That Promote A Growth Mindset In All Readers

By Katrina Schwartz APRIL 3, 2017Mind Shift

https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/

Some short excerpts:

“Most often teachers spend their time assigning what students should read and how they should show what they read, monitoring to make sure students have done what was asked, and making decisions about what students will do and how they will do it. Those roles make the teacher the main driver of the learning. In order to step back from those traditional roles, teachers have to replace them with new strategies.

“There’s a place for those three, but when that’s our main role there isn’t space for ownership and to develop that growth mindset,” Goldberg said. She coaches teachers to think of themselves in four very different roles, and to step back from constantly stepping in when students struggle. A big part of that is making it clear that struggle is part of reading, not a unique experience to students learning to read. It’s common to start a book and be confused, or to read a passage and miss something, but teachers don’t often make it clear how universal that experience is, no matter one’s reading level. Rather than being assignors, monitors and managers, Goldberg coaches teachers to see themselves as miners, mirrors, models and mentors”

I encourage you to watch the 7 minute video where Goldberg teaches us how to be miners, mirrors, models and mentors.  The article continues with a description of these 4M roles.

 

 

Recommending a Book About Feedback

I don’t usually recommend purchasing books, but I think this one is well worth the investment.  Here is a brief description and a link:

How to Give Effective Feedback to Your Students, 2nd Edition

by Susan M. Brookhart

Table of Contents
Select a link to read sample content.

 

Chapter 6. Feedback: The Long View—Does Feedback Improve Learning?

A Short Excerpt:

“Feedback can lead to learning only if the students have opportunities to use it. One of the best ways you can help students learn to use feedback is to make sure you build in opportunities for students to use it fairly soon after they receive it. The “long view” of feedback, using the metaphor of a telescope lens, helps us remember to focus on the consequences of feedback. Did the feedback improve student learning?”

 

  • Model giving and using feedback yourself.
  • Teach students where feedback comes from.
  • Teach students self-and peer-assessment skills
  • Increase students’ interest in feedback because they own

Teacher-Student Dialogue

Empower Students to Be ‘Captains of Communication’ From Ed Week

By Starr Sackstein on February 12, 2017 6:31 AM Guest post by Brian Klaft

http://blogs.edweek.org/teachers/work_in_progress/2017/02/captains_of_communication.html?utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=workinprogress

Short excerpt:

When groups are constructed around strong student communicators, student engagement increased. My class now has the ability to work bell to bell, to the point that my students often lose track of time due to their engagement. I have heard “time flew today” on more than one occasion. Time flies when learning is deep. Increased engagement was not the only benefit of having table captains.”

A good communicator has a way of making a group safe to engage in, which leads to more academic risk taking, which leads to deeper questioning and understanding of science phenomena. Questioning and understanding phenomena is the goal and communication is the key.”

My students have a safe zone through which they can take part in class in a more active way. They are not just going deeper due to NGSS [Next Generation Science Standards] and its three dimensions, but also do to the safe dynamic of the group. Having a class designed on safety of communication has also resulted in fewer students on the periphery that only engage under teacher supervision.”

 

Teacher to Teacher Dialogue

Jim Knight’s approach to coaching.  Well worth exploring. “This collection of our free and most popular resources include teaching tools and forms. They are designed to assist in the developm…

Source: Teacher to Teacher Dialogue

Teacher to Teacher Dialogue

Jim Knight’s approach to coaching.  Well worth exploring.

“This collection of our free and most popular resources include teaching tools and forms. They are designed to assist in the development and understanding of coaches, teachers, and administrators.”

http://www.instructionalcoaching.com/resources/

“A partnership approach to dramatically improving instruction.

  1. What complicates the task of helping adults? 2. What are the partnership principles and should I ground my coaching in them? 3. What is the instructional coaching improvement cycle? How do I do it? Should I do it?

Equality

Choice

Voice

Dialogue

Reflection

Praxis

Reciprocity

 

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