Scholars Learn To...

The following are learner-specific (as opposed to teacher-specific) top influences on achievement in John Hattie's book "Visible Learning for Teachers". Hattie's book, and it's companion "Visible Learning", are respected at Dingle. Visible skills and behaviors of a Scholar:

• Self-Reports Grades

• Articulates Learner Expectations

• Pays Attention

• Speaks Up when Blocked

• Rigorously Learns

• Provides Effective Feedback to Teacher

• Teaches Peers and Others

• Reads Books Independently

• Learns Independently (seeks out new information and rigorously tries until succeeds or asks for help when blocked)

• Mastered Study Skills <--- elaborate (includes Note Taking?)

Articles

https://teachlikeachampion.com/blog/engineering-better-practice-for-students/

Distance Learning for Scholars

Crying During Distance Learning with Teacher

Trigger: Your child doesn't understand the teacher, is raising their hand, but the teacher doesn't call on your child.

Cause: The teacher cannot tell if a hand is raised to "share" (and there's no more sharing) or if the hand is raised because there's a problem. The teacher tells the class "no more sharing, it's time to move onto the next lesson". But, your child needs help and gets frustrated.

Solution: Video. Child has a sign - red "stop sign" on one side, green "share" on the other. The child holds up the sign to the camera so the teacher understands.

Trigger: Kids are interrupting and talking loudly over your child when it's your child's turn to speak.

Cause: Various. The other kids are unmuting themselves or the teacher doesn't know how/can't/didn't mute the other kids and just unmute your child. Talk to your teacher to be sure.

Solution: #1 talk to your teacher to see if there's an easy technical fix. #2 Coach your child on these interventions: <list... what to do when someone is interrupting... for conscientious/considerate kids teach them power poses for confidence and how to say loudly/firmly 'It's my time to learn. Please stop talking.'>

Giving Up ("I can't", "I'm no good", etc.)

Trigger: Your child is learning something new and is frustrated with it.

Possible Cause: Your child expects to be an expert immediately.

Solution: Video. If saying "try try try" isn't working, then teach your child the "High Chart" (unofficial name). It visually shows where someone is in their learning journey. It reinforces to be kind on a learner in the beginning and that eventually they'll become masters. The "High Chart" works to explain/reframe learning to grown-ups, too.

Distracted During Asynchronous Time

Trigger: Your child is either not learning or not learning the right thing during asynchronous learning time.

Possible Cause: Doesn't know what to focus on.

Solution: (first grade and up... maybe kinder) Teach your child about schedules and that they're responsible for managing their own schedule, but you'll teach them how to make it and how to use it. Immediately after creating the first, prompt your child like "what's on your schedule?" rather than telling them which activity to do. The activities should be on the schedule. Recurring schedules are the easiest to remember and reinforce.