Embedded Files
Webinar 1: Materials
Webinar 1: Materials
Growth_Mindset_for_Resilient_Teachers_and_Students.mp4Webinar 1 - Developing Growth Mindset for Resilient Teachers & Students.pdf
Workshop 1: Materials
Workshop 1: Materials
Reflection Activities
Reflection Activities
→ High, Low, Buffalo
Share a highlight of your day, a low or bad part of your day, and a buffalo! Something surprising about your day.
→ Rose, Bud, Thorn
Share something good (a rose), something hopeful or exciting (bud), and something negative or annoying (thorn).
→ Blob Tree
Pick a blob that describes you right now, and why.
Can be written (anonymously) or spoken.
→ Suggestion: don’t let multiple students pick the same blob.
Reflective Language
Reflective Language
→ Primary classes:
Reflecting & Predicting
“What did we study yesterday?”
“What do you think we will study today?”
“How can you find the answer to that?”
Teach & discuss emotions, five senses (vision, hearing, touch, smell, and taste)
Ask questions about students’ experiences
→ Secondary classes:
Learning journey
“What was your favorite subject as a child? What is it now? Does that influence your future goals?”
Self-Assessment
“How did you do on your test? How did you study? How can you study better next time?”
Goal-Setting
“What have we learned so far? What do you still want to learn?”
Practice positive self-talk
“What am I missing here” “What strategies have we learned” “One step at a time”
Reflection Framework
Reflection Framework
Handout - Trauma-informed Framework for Integrative Reflection.pdfTier 1: Ways of Thinking
🌅 Reflection: Look back on your past experiences.
Asks: What?
🌱 Analysis: Make meaning of your experiences.
Asks: So what?
🤝 Connection: Connect your experiences in the classroom with out-of-class learning and prior knowledge.
Asks: With what?
🗓 Application: Apply your experiences to the future.
Asks: Now what?
Sample Activities
Sample Activities
Class Feedback Agree/Disagree:
Put on the board/wall the following words: Strongly Agree, Agree, Neutral, Disagree, Strongly Agree.
Have students read each statement (below). Then, move to the word that best describes their feeling about the statement. Once in the groups, have some students share their opinion.
Modification: just use Agree and Disagree.
I enjoy reading
I enjoy reading in English.
I enjoy writing.
I enjoy writing in English.
I am sometimes afraid to speak English.
I don’t understand when people speak to me in English.
I enjoy English-language music.
I enjoy watching films in English.
I feel proud when I do well on an English test.
I feel proud when I have a successful conversation in English.
Class Feedback - Writing:
“Why do you study English?” “What are your favorite parts of English class?” “What are the activities that you like the least?”
Self-Assessment:
Before a exam/test: Free write for 5-10 minutes. The rules for free-writing is that you can write about anything, but your pen may not leave the paper. You can even doodle. (You may decide if students should free-write in English only, or not).
After an exam/test: How do you feel about this exam/test? What do you think you did well on? Where do you think your weaknesses were? How might you study differently next time?
After returning exam/test results: Compared to your reflection just after taking this exam/test, how did your feelings about the exam/test compare to your performance? Were there any surprises? How do you plan to study differently next time?
General Questions:
When introducing a new topic in class (could be vocabulary, grammar, or other unit), plan a warmup activity that activates their prior knowledge.
“When have you learned this before?”
“What are some words you already know about this topic?”
“ Let’s brainstorm everything we know about this topic”
etc.
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