My Teaching Repertoire

QUEST Session IAugust 1, 2018

Presented byBrian S. Wray and Jake Boula

Based on ideas from Research on Better Teaching

How schools respond when

students don’t learn

Student Achievement

SMART Goals

Emphasis on

Learning

PLCObservationInstruction

My Repertoire

Framing the Learning

Objectives: What you are accountable for knowing and being able to do• The learner will be able to explain at least one

essential belief of effective teaching from the presentation.

• The learner will be able to identify the three motivational areas of performance.

Criteria for Success

How will we know you met the objective?• Your exit slip will include your name,

school, and at least one take away from each of the three motivational areas of performance.

• Takeaways should be written in complete sentences.

Itinerary

What activities will you do to be able to be successful on the assessment (exit slip)?• PowerPoint presentation on Essential Beliefs and the

Motivational Areas of Performance of skillful teaching

• Learners will take notes, write reflections, and actively participate in discussions

• Complete summarizer/exit slip

Key Concepts for Our Day and the Motivation Areas of Performance

Skillful Teaching Is….• Teaching Repertoire• Matching

Map of Pedagogical Knowledge

Motivation Areas of Performance• Personal Relationship Building• Expectations• Class Climate

Warm up Activity• What role does motivation play in student

achievement?

Beliefs About Teaching and Learning

• Foundation of essential beliefs• Achievement and development • Learnable intelligence• Attribution theory

Teachers and Teaching• The nature of professional knowledge is

“areas of performance, repertoire, and matching,” not “effective behaviors.”

• Professional capacity of a teacher requires systematic and continual study of diverse knowledge bases.

Schools and Schooling

• The total environment of a school has a powerful effect on students’ learning

Exploring Our Beliefs

Activity: Human Treasure Hunt

Two Beliefs about Intelligence and Achievement

• Ability-based belief• Effort-based belief

Ability-based Beliefs

• Intelligence is a “thing,” an entity that is fixed and responsible for one’s success and one’s failure.

• Every task is viewed as an evaluation of one’s innate ability in a direct, causative way.

• The goal of those with ability-based beliefs is to prove themselves able or smart, that is a “performance goal orientation.”

Characterized by such assumptions as

• Innate ability determines learning and achievement.

• Intelligence is fixed, can be measured, and is unevenly distributed.

Effort-based Belief• Intelligence is built incrementally through

effort and the use of feedback from the environment. Those with effort based beliefs have a “learning goal orientation;” that is their goal is to learn something new, rather than to prove themselves as able or smart.

Effort-based beliefs are characterized by these assumptions:

• Innate ability explains only part of learning and achievement.

• Intelligence is not fixed; it grows and is influenced by expectations, confidence, and effective effort.

Life Limiting Beliefs• Mistakes are a sign of weakness• Speed is what counts. Faster is smarter.• Good students can do it by themselves.• Inborn intelligence is the main determinant of

success.• Only the few bright can achieve at high levels.

Life Liberating Beliefs• Mistakes help one learn.• You are not supposed to understand

everything the first time around.• Care, perseverance, and craftsmanship are

what count.• Good students solicit help and lots of

feedback on their work.

Life Liberating Beliefs (cont.)

• Consistent effort and effective strategies are the main determinants of success.

• Everyone is capable of high achievement, not just the fastest and most competent.

http://www.bing.com/videos/search?q=you+tube+carol+dweck&&view=detail&mid=92A90CBDD6912C6EED6A92A90CBDD6912C6EED6A&rvsmid=20D73A0917C7B2817D0E20D73A0917C7B2817D0E&fsscr=-1485&FORM=VDFSRV

Attribution Theory

Internal External

Contant (stable)

Innate Ability Task Difficulty

Variable (unstable)

Effective Effort Luck

So, the Essential Beliefs Make Sense, But…...

• How do we communicate key expectation messages to students?

• How do we build climates of inclusion, risk-taking, and ownership for students?

Motivation

• Personal Relationship Building• Class climate • Expectations

Personal Relationship Building• Ways of relating• Traits

Personal Relationship Building• Traits Fairness Communicating Value Realness Showing Interest Humor Being Accessible

Respect High expectations Acknowledging Re-establishing contact Active listening

Classroom Climate

• Building community• Encouraging risk taking• Influence

Classroom Climate

• Think-Pair-Share• Building community

• Knowing others • Greeting, acknowledging, listening, responding,

affirming• Problem solving and conflict resolution• Collaborative learning• Class meeting

Classroom Climate

• Encouraging risk taking• Encouraging life liberating beliefs

• Errors• Speed• Getting feedback and help• Distinguishing effort and ability

Classroom Climate• Influence--Developing ownership & control by

students• “Stop my teaching”• Negotiate the rules/routines• Using students as sources of knowledge• Teach students learning strategies we use

ourselves (e.g. goal setting; practice; lists; graphic organizers for note-taking)

• https://www.youtube.com/watch?v=pgk-719mTxM

Expectations• Type of Standard/Expectation

• Quality and quantity of work• Work habits and work procedures• Business and housekeeping routines• Interpersonal behavior

Expectations• Communication: How do you communicate the

standards/expectations? • Direct• Specific• Repeated• Positive expectancy• Modeled• Tenacious• Provide feedback

Expectations

• Key Messages• Do all students receive three messages?

• This is important.• You can do it with effective effort.• I won’t give up on you.

Expectations• Arenas for building students’ confidence:

• Calling on students• Responding to student answers• When students don’t answer• Giving help• Dealing with errors

Classroom Expectations about Effective Effort

6 Attributes:• Time - understand time it takes to do the work• Focus - concentrate on the work• Strategies - scaffolding, summary, graphic organizer,

notes• Resourcefulness - know where to get help• Use of feedback - carefully respond and know what to

fix.• Commitment - do your best and finish your work

Expectations

• Arenas for building students’ confidence:• Grading• Students who don’t get it• Grouping• Giving and negotiating tasks and assignments

Expectations

Reflecting on these arenas affords the opportunity to consciously align some of the most subtle behaviors and practices with sending powerful and positive high expectation messages to all students.

Building Your Teaching SkillsIn summary:

• Teaching Repertoire--Matching• Focusing on these areas of performance :

• Personal Relationship Building• Expectations• Class Climate

Exit slip: Reflect on one take-away from each of these three areas of performance--write, talk, share out.

Looking Back/Looking ForwardLooking Back Looking ForwardToday: For new teachers:Motivation-- School-BasedEssential beliefs Mentor Program Personal relationship building Class climate Expectations

A Key Essential Belief:

• ALL students CAN learn at higher levels.