Jibarosoy + learning_communities_activities   82

The Best Resources For Teaching “What If?” History Lessons | Larry Ferlazzo's Websites of the Day...
I’m a longtime fan of “alternate history,” and last year was thrilled to read about how some teachers applied that concept in their classes.

This is how Carla Federman (who borrowed the idea from Diana Laufenberg) introduced her lesson to students:

You are to identify one specific point in American history for which you are interested in changing the outcome. Once you have identified your point of divergence, you will need to consider both the immediate changes and the long-term impacts that divergence would have on modern society. You will present your “revised history” through the creation of “new” primary sources and a multimedia project.
Pol.11  Pol.12  Power_materials  Teaching  Learning  history  methods  Learning_Communities_activities 
april 2019 by Jibarosoy
Brain Waves Instruction: 5 Favorite Poems to Teach Growth Mindset
The following poems are ones able to reach even the most reticent of poetry readers while shedding light on the themes of growth mindset. Each person, young and old, has had experience with trying to persevere through tough times when things seem to be working against them. These poems present an easy way to show students who may be struggling that they are not alone, while also building on reading and critical thinking skills.
MINDSET  LIUBLC  Learning_Communities_activities  faculty  Teaching  Pol.11  Poetry 
may 2018 by Jibarosoy
Features | Slack
It simplifies communication

Slack brings all your team's communication together, giving everyone a shared workspace where conversations are organized and accessible.
LIUBLC  Learning_Communities_activities  software  communications  steps  LIU  Pol._11 
february 2018 by Jibarosoy
Learning CAN be a Contact Sport | Active Learning in Political Science ©
I am teaching a first year seminar this semester, a required general education course for all freshmen designed around skills rather than content.  The subject matter is at the discretion of the instructor and thus opens doors to courses on Harry Potter, zombies, baseball, tea, marriage, or, in my case, World of Warcraft.

The class has a lot of neat components–they play the game as part of the class; they do creative projects based on the game; and they earn experience points and levels instead of grades.  But the class faces the same problem that I mentioned last week in the Heifer class--that while to me, the class is innovative and intrinsically interesting, to them its just another class.  Escaping this attitude may not be necessary, but creating buy-in when you are trying to do something outside the norm very well might be.
games  Simulations  Teaching  Learning_Communities_activities  Core 
january 2018 by Jibarosoy
Creating the Space for Engaged Discussions
But these groups have a more direct task-they must select a response (or synthesize one from multiple members) that speaks for the entire group. So now we have students who are explaining and defending their ideas to others, which leverages some of the learning potential that we know can emerge from a peer instruction model. At this point, if the class is small enough, each group can appoint a spokesperson to present their thoughts to the rest of the class.
peer  LIUBLC  Learning_Communities_activities  Teaching  LIU 
january 2018 by Jibarosoy
Information and Learning Skills from MindTools.com
On this page, you’ll discover 51 skills that help you learn more effectively and develop others better. On it, you can learn personal study skills, find out how to create a great environment for workplace skills development, and help others develop more effectively. Enjoy learning about learning, and helping others learn!
Learning  Learning_Communities  Pol.11  LIUBLC  Teaching  Learning_Communities_activities 
december 2017 by Jibarosoy
Quiz Yourself: How Much Do You Know About Social-Emotional Learning - Education Week Quizzes - Education Week
Once you complete the quiz, you can see how your score compares to your peers, get the correct answers with detailed explanations, and be provided with additional readings and resources on the topic.
MINDSET  Learning  Teaching  LIUBLC  Learning_Communities_activities  Passions 
october 2017 by Jibarosoy
Why Students Forget—and What You Can Do About It | Edutopia
So what can be done to preserve the hard work of teaching? After all, evolutionary imperatives—which prune our memories of extraneous information—don’t always neatly align with the requirements of curriculum or the demands of the Information Age. Learning the times tables doesn’t avail when running from lions, in other words, but in the modern world that knowledge has more than proved its mettle.
Learning  Learning_Communities_activities  Teaching  peer  LIU  LIUBLC 
october 2017 by Jibarosoy
Growth Mindset Feedback Tool
Growth Mindset Feedback Tool
Growth minded language motivates students to ensure they remain persistent, resilient, and focused on the process of learning. It is important to give learners feedback about how their process leads to a result so they can understand that their abilities will develop with effort.
MINDSET  Psychology  Learning_Communities_activities  LIU  LIUBLC  Teaching  Learning 
september 2017 by Jibarosoy
Framing Mindset Class Assignments
Growth Mindset Framing Tool
In order to create a safe classroom environment where all students are willing to take on challenges and push themselves, it is important to make the focus on learning clear, make it safe to make mistakes, and communicate a high confidence in all students’ ability to rise to the learning challenges. Use the following statements when introducing a new topic, concept, skill, or assignment in class:
MINDSET  Psychology  Teaching  LIU  LIUBLC  Learning_Communities_activities  Pol.11 
september 2017 by Jibarosoy
Effective Mindset Effort Rubric
How to get students to develop a growth mindset by evaluation of their efforts
MINDSET  Psychology  Learning  LIU  LIUBLC  Teaching  Learning_Communities_activities 
september 2017 by Jibarosoy
So you want your students to have a Growth Mindset? – Thinking Mathematically
Personally, I don’t think this is all what the issue is with our students.  And I don’t believe this is what the research behind mindsets is pointing to either!  If we are looking to change our students’ mindsets, we need to do two things:

Learn what it means to have a growth / fixed mindset.  We might be misinterpreting the whole idea here!
Change OUR actions to promote growth mindsets.  Our students will only improve when WE change!
MINDSET  Psychology  faculty  LIU  LIUBLC  Learning_Communities_activities  Learning  Teaching 
september 2017 by Jibarosoy
Mindset Kit | 30-minute growth mindset PowerPoint presentation, Growth Mindset for Educator Teams
This 30-minute PowerPoint presentation - Raising Student Achievement By Promoting a Growth Mindset - will provide an overview of the research on the different mindsets and how our language can help develop a growth mindset in students.
MINDSET  Psychology  Learning_Communities_activities  LIUBLC  LIU  Teaching 
september 2017 by Jibarosoy
Mindset speech to students
Do not be afraid to try something because you think you won’t be good at it. Chances are, YOU WON’T! AND THAT IS OK! In order to be successful, you will need to make mistakes and learn from them. Easy is boring. Effort is what makes you smart. Even scientists say so.
Enclosed in this envelope is your ticket to success in 7th grade. Yes, it is a pink eraser. Keep this eraser and use it as a reminder to ACCEPT CHALLENGES, to MAKE MISTAKES, and to LEARN from those mistakes. Most importantly, I want you to promise yourself you will KEEP TRYING. When it gets tough, I as your teacher promise to help you along the way. Again, welcome to 7th grade. Let’s get to work!!!
MINDSET  Psychology  LIU  LIUBLC  Teaching  Learning_Communities_activities 
september 2017 by Jibarosoy
Growth Mindset: Four animated stories for leaders - Stickystories
These 1-2 minute for pay stories provide a microlearning opportunity that easily fits into 4 x 10 minute agenda items in a regular leader gathering. For example, combining a Sticky Story viewing (2 minutes), a short discussion on the talking points (8 minutes), and a take-home article offering a rich content learning opportunity (eg you might start with the article mentioned above).
MINDSET  Psychology  Learning_Communities  LIUBLC  LIU  Learning_Communities_activities 
september 2017 by Jibarosoy
cheesemonkey wonders: #TMC14 GWWG: Talking Points Activity – cultivating exploratory talk through a growth mindset activity
This activity is the one I am most excited about bringing to #TMC14 and to the Group Work Working Group. My intention is to blog more about how this goes during the morning sessions. I also hope that participants will blog more about this too and contribute resources to the wiki.

Exploratory talk is the greatest single predictor of whether group work is effective or not, yet most symmetrical classroom talk (peer talk) is either cumulative (positive but uncritical) or disputational (merely trading uncritical disagreements back and forth).

This activity is based on Lyn Dawes’ Talking Points activity but has been adapted for use within a restorative practices framework. It’s a great way to practice circle skills (i.e., respecting the talking piece) and get students to practice NO COMMENT (i.e., trying to score social points rather than focusing on the task at hand).
MINDSET  Psychology  Learning_Communities  Learning_Communities_activities  LIU  LIUBLC 
september 2017 by Jibarosoy
How To Weave Growth Mindset Into School Culture | MindShift | KQED News
She also tries hard to model a growth mindset to her students by being open about her own struggles as a parent and a teacher.

“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”

When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.

“When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.”
MINDSET  Learning_Communities_activities  Learning  faculty  Teaching  LIUBLC  Pol.11 
august 2017 by Jibarosoy
The Threshold Concept
“The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses). In pursuing this research in the field of economics, it became clear to Erik Meyer and Ray Land [1-7, 8-23], that certain concepts were held by economists to be central to the mastery of their subject. These concepts, Meyer and Land argued, could be described as ‘threshold’ ones because they have certain features in common.”           
           Glynis Cousin, An introduction to threshold concepts             

Over the past decade this concept has been embraced by many disciplines outside economics; indeed the above quote is from Glynis Cousin’s excellent short introduction to the concept written for earth scientists. The threshold concept has been seen as a valuable tool, not only in facilitating students’ understanding of their subject, but in aiding the rational development of curricula in rapidly expanding arenas where there is a strong tendency to overload the curriculum (Cousin, [13, 17]). This web page will describe, briefly, the characteristics of a threshold concept and list selected references to the work of those examining its value in a broad range of disciplines.
threshold_concepts  stem  higher-education  Teaching  LIU  Core  LIUBLC  Learning_Communities_activities 
july 2017 by Jibarosoy
A Visual Approach to Helping Instructors Integrate, Document, and Refine Active Learning
These Supplemental Materials include Part I: Examples of Suggested Instructional Changes Resulting from Discussion of OPAL Timelines and Part II: Development of the Observation Protocol for Active Learning (OPAL). Part II contains information on the development of OPAL and OPAL timelines, the training OPAL observers, and a full listing of all OPAL codes.
stem  Teaching  LIUBLC  Core  LIU  higher-education  Learning_Communities_activities 
july 2017 by Jibarosoy
When Students Are Unprepared for College, the Solution Isn't Remedial Classes | Jessica Pliska
Self advocacy. Imagine you are the first in your family to attend college. The bursar calls and says your financial aid hasn't arrived so you can't register for classes; you miss three weeks of class waiting for the check. By that point you are too far behind to catch up. Students need to develop the confidence and communication skills to set up meetings, advocate for their right to attend class and resolve the situation expediently rather than waiting for it to resolve itself.
Learning_Communities_activities  teaching 
december 2013 by Jibarosoy
Determine The Root Cause: 5 Whys
Asking “Why?” may be a favorite technique of your three year old child in driving you crazy, but it could teach you a valuable Six Sigma quality lesson. The 5 Whys is a technique used in the Analyze phase of the Six Sigma DMAIC (Define, Measure, Analyze, Improve, Control) methodology. It is a great Six Sigma tool that does not involve data segmentation, hypothesis testing, regression or other advanced statistical tools, and in many cases can be completed without a data collection plan. By repeatedly asking the question “Why” (five is a good rule of thumb), you can peel away the layers of symptoms which can lead to the root cause of a problem. Very often the ostensible reason for a problem will lead you to another question. Although this technique is called “5 Whys,” you may find that you will need to ask the question fewer or more times than five before you find the issue related to a problem.
analysis  Learning_Communities_activities  teaching  pol._185 
december 2013 by Jibarosoy
5-Why Analysis Tutorial
The 5-Why analysis method is used to move past symptoms and understand the true root cause of a problem. It is said that only by asking "Why?" five times, successively, can you delve into a problem deeply enough to understand the ultimate root cause. By the time you get to the 4th or 5th why, you will likely be looking squarely at management practices. This methodology is closely related to the Cause & Effect (Fishbone) diagram, and can be used to complement the analysis necessary to complete a Cause & Effect diagram.
analysis  Learning_Communities_activities  teaching  pol  185 
december 2013 by Jibarosoy
Analyzing a Text
Why analyze it? to explicate or give a close reading of the text to find a sub-text (or the meaning beneath the obvious meaning of the text) to bring background to bear upon the text (for example, if you know something about the author, you can understand the text in a deeper way; if you know something about the type of text it is, you can understand the text in a deeper way) to compare with other texts to place the text within a context (of the author's life, for example, or the historical period in which the text was created, or of a certain literary or artistic movement) to use the text to prove a larger thesis (about a writer's motivation, for example, or the themes that interested a certain group of writers at a certain time).
Analyzing  a  text  Learning_Communities_activities  writing  teaching 
december 2013 by Jibarosoy
Searching the Brain for the Spark of Creative Problem-Solving - NYTimes.com
Let lightning strike. Let the clues suddenly coalesce in the brain — “field!” — as they do so often for young children solving a riddle. As they must have done, for that matter, in the minds of those early humans who outfoxed nature well before the advent of deduction, abstraction or SAT prep courses. Puzzle-solving is such an ancient, universal practice, scholars say, precisely because it depends on creative insight, on the primitive spark that ignited the first campfires.
master_learner_materials  Master_Tacit  Learning_Communities_activities  teaching  LIUBLC 
december 2013 by Jibarosoy
Why teaching should be messy and unpredictable
First, messy suggests a classroom environment that motivates students to dig, to question, to take risks, to fail (and learn something from that failure that they may not have otherwise learned)—in short, to discover. Unpredictable seems to be a natural semantic companion to messy and further suggests discovery but also promotes adaptability. Together, these words articulate an idea of teaching and learning that renders the classroom experience an archaeological dig, so to speak, that puts the tools in the hands of the students.
Learning_Communities_activities  teaching  outcomes  ass  political  science 
october 2013 by Jibarosoy
How to Get a Job With a Philosophy Degree - NYTimes.com
For years, most liberal-arts schools seemed to put career-services offices “somewhere just below parking” as a matter of administrative priority, in the words of Wake Forest’s president, Nathan Hatch. But increasingly, even elite, decidedly non-career-oriented schools are starting to promote their career services during the freshman year, in response to fears about the economy, an ongoing discussion about college accountability and, in no small part, the concerns of parents, many of whom want to ensure a return on their exorbitant investment.
Learning_Communities_activities  LIUBLC  retention  higher  education 
september 2013 by Jibarosoy
Too Much Helicopter Parenting - NYTimes.com
And therein lies the problem: how can we help our children (and our spouses, friends and co-workers) achieve their goals without undermining their sense of personal accountability and motivation to achieve them? The answer, research suggests, is that our help has to be responsive to the recipient’s circumstances: it must balance their need for support with their need for competence. We should restrain our urge to help unless the recipient truly needs it, and even then, we should calibrate it to complement rather than substitute for the recipient’s efforts.
Learning_Communities_activities  teaching  Learning_Communities  higher  education 
may 2013 by Jibarosoy
Welcome to National Model United Nations
Guiding Principle
Cooperative, hands-on learning allows students to confront a range of topics with the perspective of their assigned country or organization. Through these experiences - during preparation, in committee sessions, and even in hallway caucuses - students develop an appreciation of differing viewpoints, the frustration of negotiation, the rewards of cooperation and a broader view of the human side of international relations and diplomacy
MUN  Pol.11  Learning_Communities_activities 
november 2011 by Jibarosoy
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