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Good Things

Math Update

Agenda

Engaging Students
with Poverty in Mind
Chapters 4-6

Celebration of
Learning

Engaging
Students with
Poverty in Mind

Go Noodle

Review
The Connecting Engagement
Factors:
Vocabulary
Mind-Set
Cognitive Capacity
Stress Levels

Chapter 4: Engage to
Build Cognitive Capacity
...foster
fluid
intelligence,
or
students ability to use
learned
skills
and
thought processes to
reason
and
solve
problems
in
new,
unfamiliar
contexts
(54).

Chapter 4

Action #1: Build attention

skills
...focused attention is a skill
that can be taught (55).
Action #2: Teach problem
solving and critical thinking
Students with critical thinking
skills are able to look at a
problem many teachers avoid
explicit instruction in problem
solving (58).

Chapter 4
Action #3: Train working
memory
A strong working memory is
critical to academic success (60).
Action #4: Develop processing
speed
How do you deal with your stress?

Chapter 4
Action #5: Foster self-control
Self-control is an
immensely valuable
skill that supports
thinking,
learning,
and
decision
making, yet it is
rarely taught (68).

Chapter 4
If your students are not high
performers,
are
you
going
to
complain about it and then lower your
expectations? Or are you going to
give them a real shot at success?
(70)

Simon Says

Chapter 5: Engage for

Motivation and Effort
The Connecting Engagement Factors
(review)
- Effort and Energy
- Mind-Set
- Cognitive Capacity
- Relationships
- Stress Level

Chapter 5
Five Actions to Increase Motivation and
Effort
1. Make it their idea
2. Manage Risk
3. Build the learners mind-set
4. Provide feedback
5. Get a trial-size effort

Chapter 5
Action 1: Make it their Idea

When students perception of control is elevated

their stress goes down and learning increases.
*Drum roll drawing
* Classroom jobs
*Students write rules (Capturing Kids Hearts) and then add suggestions as
we go in the year.
*Self-Assess- make a rubric, or students judge where theyre at with a
range of sticky notes from strong to weak.

Chapter 5
Choice A

Mission Statement
Our Pine Creek ___________ works to build ______________ relationships as we
grow ________________ and __________________.

Choice B

Vision Statement
We are a ________________ of _______________ that work hard ___________ to
gain important ________________ and skills to be positive _________________ to
our ________________.

Chapter 5
Action 2: Manage Risk
*Respect your classmates, no put downs. We must model it, always.
*Create a safe environment- When they raise their hand, make them
glad they took the risk.
Round 1- survey questions-(thanks for effort, I dont know, but
Id like to know)
Round 2-In-depth discussion, consult with a partner, dig deeper.

Chapter 5
Action 3:
Build the learners mind-set
-

The easy part of teaching is dispensing the content. The

hard part is learning how to build or change the mind of
every single student.

- Affirm students ability to learn

- Affirm students trust in you
- Affirm students choices, attitudes,
effort and capacity
- (84, 85)

Chapter 5
Action 4:
Provide feedback
- Use emotional punctuation, Thanks
for taking care of that. I appreciate
your thoughtfulness.
- Help students develop and use a
rubric
- Be clear and constructive (87)

Chapter 5
Action 5:
Get a Trial-Size Effort
- Ease students in with bite-size moves
- Encourage voluntary hand raising
- Ask students to share opinions
- Divide content into micro chunks
- Engage and empower with physical responses
- TO GET EFFORT, MAKE AN EFFORT
-

When you yourself are enthusiastic and engages, your

students will feel more excited about learning and will
almost always work harder. (91)

Brain Break

Chapter 6: Engage for

Deeper Understanding

Chapter 6
Action #1: Understand Labels
Glabella
Animal? Food? Location? Body Part?

Chapter 6
Action #2: Discover Properties
Glabella
Odd Word Out
Which word does not belong?
Lips, cheeks, finger, chin, glabella

Chapter 6
Action #3: Develop Context and
Meaning
Lets get visual!
Glabella

Chapter 6
Action #4: Get It Right
Vote with your feet
Glabella
Animal? Food? Location? Body Part?

Chapter 6
Action #5: Learn to Transfer
Real life detail
Glabella
Point to your neighbor's glabella

Chapter 6

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