"Learning to Learn" Signage
The final reflection of element 2B of the The Massachusetts Educator Evaluation Rubric, Student Motivation, is an element I worked a lot on last year. Inspired by Hattie's book, Visible Learning for Teachers, Maximizing Impact on Learning, I created many small posters and explicitly coached students' "learning to learn" mindsets through videos, examples, stories, activities, response, and classroom signage. The power of this effort was amazing. With this effort, students were able to go forward with learning using positive, proactive attitudes rather than "I can't do it" and "that's not me" fixed mindsets. Hence, I encourage every educator to start the year with a unit about what it means to be a learner including the strategies, efforts, and mindsets that lead to learning success. Share this unit with families too as many people still have old mindsets with regard to learning strategy and success. I wrote this post, and used this video as part of this effort.
As you reflect on element 2B3, read the standard, indicator, element, criteria, key points, and questions below. Use the grid to reflect upon, and to make notes related to this element's implications for your own practice.
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency
Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
Element II-B- 3: Student Motivation
Criteria (exemplary)
Models and consistently support students to identify strengths, interests, and needs; asks for support; take risks; challenge themselves; set learning goals; and monitor their own progress.
Key Points/Questions:
Models and consistently supports students to identify strengths, interests, and needs. In what ways do you support students' metacognition with regard to strengths, interests, and needs?
Take risks, challenge themselves. What structures do you have in place that foster student risk tasking and challenge?
Set learning goals; and monitor progress. How do you consistently create opportunities for students to set goals and monitor progress?
My self analysis and action steps related to this element.
Reflections' Links
Reflection #1 Subject Matter Knowledge
Reflection #2 Child and Adolescent Behavior
Reflection #3 Rigorous Standards-Based Unit Design
Reflection #4 Well Structured Lessons
Reflection #5 Variety of Assessment Methods
Reflection #6 Adjustment to Practice
Reflection #7 Analysis and Conclusions
Reflection #8: Sharing Conclusions with Colleagues
Reflection #9 Sharing Conclusions with Students