Aaini's Blog

Tuesday, 10 January 2017

MINDSET

PROFESSIONAL DEVELOPMENT

JANUARY 5TH, 2017

Task 2 - Mindset

In our PD lesson about mindset, we focus more on what it's called 'Growth Mindset".

What is growth mindset all about?
Growth mindset is the belief that qualities can change and that we can develop our intelligence and abilities. There are two types of mindsets. Fixed mindset and growth mindset.

Here is the chart showing the different between these two mindsets.

Growth mindsets are as follows:

Intelligence isn't fixed but something that can grow and can be developed.
Challenge your brain can increase your intelligence and make it stronger.
Students with growth mindset focus on learning over just looking smart. They see effort has the key to success and thrive in the face of a challenge.
Growth mindset leads to a desire to learn, embrace challenges, persist in the face of setbacks and learn from criticism.
They find lessons and inspiration in the success of others. As a result, they reach even higher.

Here is another link to a very great YouTube animation that I really like about How to help every child fulfill their potentials.

https://youtu.be/Yl9TVbAal5s

The research shows that we should praise students for their effort, strategies, focus, persistence - not their intelligence.

Praising intelligence encourages a fixed mindset while praising effort, strategies, focus and persistence encourages a growth mindset.

As educators, it is our task to create a growth mindset classroom. In the safety of these classrooms, students can begin to leave behind their fixed mindset and try out the idea that they can develops their abilities.

These can only happen when Teachers give students:

Meaningful work
Honest and helpful feedback
Advice on future learning strategies
Opportunities to revise their work and show their learning

"The best thing we can do is to teach children to love 'challenges, be intrigued by mistakes, enjoy effort and keep on learning."

Monday, 9 January 2017

BRAIN RESEARCH

PROFESSIONAL DEVELOPMENT

Thursday, 5th January 2017

Task 1 - Brain Research

We learn something new about brain research today during our PD lessons. It's about Neuroplasticity.

What does Neuroplasticity means?
According to researchers, brains are not rigid at birth, but plastic - having the ability to change structure and chemistry in response to the environment. That plasticity means that intelligence is at least partially determined by environment, other factors such as nutrition, prior learning, life experiences and even beliefs and values.

I also found out that our brain needs a break. It doesn't shut down overnight but in fact, catching some zzz 's (sleep) can dramatically improve learning. So, a poor night's sleep can actually hurt our ability to remember new things. It seems like in order for our brain to function well, it also needs his rest n break just like our physical body.

How does learning about brain research help educators like us? What can a classroom teachers do? Is the fuss about brain research justified?
David Sousa, an educational consultant, presented an interpretation that might influence educational practice. He provides these following recommendations based on research.

A stimulating environment creates more connections in the brain, so teachers must take advantage of the windows of opportunity that occur in children between the ages of 2 and 11 by providing an enriched and challenging educational environment.

Windows of opportunity are critical periods in the brain's development, when the brain is most susceptible to input and most receptive to establishing neural connections that foster memory and learning.

The brain makes the most neural connections when it is actively involved in learning, therefore, learning should be multisensory and interactive.

Activities that involve emotion trigger the release of chemicals in the brain that strengthen memory, so learning must be made meaningful to each student.

The human brain strives to create connections or patterns, so learning should build on prior knowledge.

The brain's hierarchy of tasks starts with physical survival, moves to emotional survival, and only then turns to thinking and learning; students must feel physically safe and emotionally secure before they can learn.

Sunday, 11 December 2016

The Emotional Environment

Professional Development - November Task 1

In my grade 5 classroom, I've been working with Alessandro with his reading. Initially, he hasn't been reading at home or during class time. He was not interested in reading at all. Ms. Sedro introduce me to this method called Neurological Impress Reading (N.I.M.) I am to sit and read with him everyday for 15mins without fail. We do it daily for 8-10 weeks. When it works, it tends to give him a big improvement in reading fluency.

My first reading lesson with Ale was on September and we read a book by Gordon Korman, ISLAND Book 1. I have to pull him out from the group/class everyday at 2:30pm to start reading. He will give excuses by trying to complete his work first so that he could delay his reading. We read in the group room where it was quiet and have less distractions. He was not really comfortable reading with me on the first week. He doesn't want to read and when he reads, his voice was so soft and I could hardly hear him. He stops reading every time there was a sound or people coming in. I will prompt him to start reading and tell him not to stop. He gets distracted easily and fidgety most of the time. After the second week, I could see that he was willing to start and read with me voluntarily. I also noticed that he was less conscious of me sitting beside him and his body began to feel more relax, not stiff and fidgety.

By the third week, he was the one who came to me and remind me that it was time to do our reading session. I was so proud of Alessandro and told him so. We each take turns to read a page alternately. We built a good rapport with each other and I could see that Alessandro was more relax and comfortable reading by himself. After reading for 15 mins each day on the fourth week, he started to ask questions about the book we read. He was curious to know what will happen next in the story so, he was excited and look forward to our next day reading session. We laughed at some funny parts in the story and I asked him to make a prediction on what will happen next.

By the end of eight weeks in November, we almost finished Island, Book 2. Alessandro has improved on his reading skill and fluency tremendously. He was reading at a comfortable pace and understand the story line. He was confident reading on his own and to me. He can do retelling pretty well. He now reads in class and at home independently. Ms. Sedro received great feedback from his mom stating that he nows read voluntarily at home without being prompt.

Here is the link to the article about the neurological impress method of reading.

https://childdevelopmentinfo.com/learning/dyslexia/neurological_impress_reading/#.WC0M36J97JN

Currently, I'm working with another student, Gabriella. We just started this month in December with a book called, POPPY by AVI.

From what I noticed, this method do work. Consistency in working with students and having trust in their ability to complete the task in hand helps them to be a better students.

Monday, 17 October 2016

WHAT DO INQUIRY TEACHERS DO?

NO. 5 ALLOW TIME FOR STUDENTS TO FIGURE IT OUT FOR THEMSELVES ("FLIP" THE LESSON).

Inquiry teachers give students time and opportunities to discover and make meaning for themselves. That is not to suggest that the role of the teacher is obsolete or peripheral - this approach is strategic.

TECHNOLOGY CREATION STATIONS (LOFT)

This approach is strategic because by taking students to the creation stations, students are given the freedom to choose any stations to create and explore. Problem solving thru thinking and hands on activities. Teachers role are not obsolete or peripheral because teachers are there to help and encourage students, give a nudge and motivate them to explore all possibilities and try every angles. Teachers are able to apply the DSLOs (Desire Student Learning Outcome) method as follows:

Character - I can keep trying even when it is challenging

Teaching students perseverance, keep trying even when it is challenging. If something doesn't work, they tweak it till they find the right fit.

Critical Thinking - I can think in more than one way

Students are able to think for themselves to get the best outcome or solutions. Students will be able to solve and answer questions that come out while they are creating. Being creative and using lateral thinking approach to solve problems. Teachers are not thinking for them or feeding them with ideas. The students are problem solving and coming up with the best solutions all by themselves.

Collaboration - I can work with a team and help others

Students will be able to work independently, in groups, with peers, and with a team to get the best outcome. Discussion with team members for best solutions and collaborate methods or ways to make things work.

Communication - I can talk and listen to other people

Sharing and giving ideas with peers and team members. Listening to peers suggestions and acting on it. Trying out all possible ways each team members suggested. Looking for the best solutions to their problems by discussion and talking it all out.

Creativity - I can use my imagination to made new things

The challenges is to put together, create and discover for themselves and find meaning in their creation. Creating and finding solutions by giving students the opportunity to think for themselves and the freedom to learn and explore.

By giving students the opportunity to be creative in their thinking; hidden talent discovered, challenges met and students felt mission accomplished. Students are excited with their creations, have more confident, exercise team work and building better self esteem.