Seeking Excellence and Equity: A Community Learning School [Adapted from John Wink's edweb presen...

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Seeking Excellence and Equity: A Community Learning School [Adapted from John Wink's edweb presentation] by Mind Map: Seeking Excellence and Equity: A Community Learning School [Adapted from John Wink's edweb presentation]

1. What are all the responsibilities of a teacher?

1.1. Wordle!

1.1.1. Teachers can't be great at all things, especially if the tasks are new! Teachers need an excellence (growth) mindset! Teachers play THE key role in learning

1.1.2. Supporting Excellence Why do students fail?

2. Take care of teacher's basic needs via the Learning pyramid to build Excellence!

2.1. Maslow before Bloom!

2.1.1. The Learning Pyramid addresses Teacher and Student needs moving from Maslow to Bloom!

2.2. Schoolwide Support for Excellence

3. Resources for Learning

3.1. Introduction and ongoing training and support: we all learn at different rates in different ways!

3.1.1. Co generative dialogue (cogent) Back to where u came from - Conversations about the space and own pedagogy Give immediate feedback on the lesson Conversation looks like the hip hop cycle Ex. T has curt in hands and s hands r full of iwn life experience Need space and place

3.2. Start with self

3.2.1. SEL resources

3.2.2. Academic frame v self expression

3.2.3. Marry yourself back to who u r! The root

3.2.4. Courage (root cor = ___________) courage =" the movement we make in the direction of becoming our best self." [ ______________________________] Encouragement = The space we make for others to find and develop their best selves.

3.3. Reality pedagogy

3.3.1. Ex inner visions - songs in the key of life

3.3.2. 7cs Co-teaching Flipped w/ students teaching Cosmopolitanism New Topic

3.4. Brain-Body Based Basics



3.4.3. vigorous exercise

3.4.4. toxic stress toxic stress—leads to physiological and neurological adaptations in children that affect the way their minds and bodies develop and, significantly, the way they function in school. Each of us has within us an intricate stress-response network that links together the brain, the immune system, and the endocrine system (the glands that produce and release stress hormones). In childhood, and especially in early childhood, this network is highly sensitive to environmental cues; it is constantly looking for signals from a child’s surroundings that might tell it what to expect in the days and years ahead. When those signals suggest that life is going to be hard, the network reacts by preparing for trouble: raising blood pressure, increasing the production of adrenaline, heightening vigilance. Neuroscientists have shown that children living in poverty experience more toxic stress than middle-class children, and that additional stress expresses itself in higher blood pressure and higher levels of certain stress hormones. On an emotional level, toxic stress can make it difficult for children to moderate their responses to disappointments and provocations. A highly sensitive stress-response system constantly on the lookout for threats can produce patterns of behavior that are self-defeating in school: fighting, talking back, acting up, and, more subtly, going through each day perpetually wary of connection with peers or teachers. On a cognitive level, chronically elevated stress can disrupt the development of what are known as executive functions: higher-order mental abilities that some researchers compare to a team of air-traffic controllers overseeing the workings of the brain. Executive functions, which include working memory, attentional control, and cognitive flexibility, are exceptionally helpful in navigating unfamiliar situations and processing new information, which is exactly what we ask children to do at school every day. When a child’s executive functions aren’t fully developed, school days, with their complicated directions and constant distractions, can become a never-ending exercise in frustration.

4. Classroom Systems: Routines and Procedures for Learning

4.1. Categories

4.1.1. SLANT video 1

4.1.2. Schoolwide expectations Beach 5 Beach 5 Classroom Expectations

4.2. Schoolwide and Teamwide

4.2.1. Safety: Creates a safe consistent enviroment Reduces teacher and student trauma/stress. Stress, especially ongoing stress, negatively impacts brain function. [Click arrow to watch Youtube clip].

4.2.2. Time: Saves time and energy

4.2.3. Efficiency: Increases learning - "Every Minute Matters"

4.3. Begin with Resources and Systems

5. Relationships for Learning

5.1. Asset-based Student Profiles

5.1.1. Identity Developmental Stages

5.1.2. Competence Interests Areas of Expertise

5.1.3. Contribution Use skills with and for others Connections Family Friends Community

5.2. Engagement & Motivation

5.2.1. Asset-based Mia Birdsong at Ted 40 assets Ydek Survey

5.2.2. high expectations no opt out stretch it

5.3. Use for Voice and Choice

5.4. Team Shared to build strongest relationship

5.4.1. Ex. Jason Lee School in Tacoma see vision in action

5.5. Rapport Killers

5.5.1. grading behavior instead of achievement

6. Student Engagement for Learning

6.1. Pyramid First

6.2. Resources

6.2.1. The motivated brain Attention getting strategies

6.2.2. System and Team Support

6.3. Relevance to Life & Career

6.3.1. Design architecture

7. Desire to Know and Understand Content

7.1. System and Team Support

7.2. gifted education models

7.2.1. John Hopkins Model

7.2.2. Sternberg's triarchic theory of intelligence analytical practical creative

7.2.3. Renzulli's Enrichment triad 1976 1. exploratory 2. learn skills of professionals in the field become producers of knowledge for problems w/a real world audience

7.2.4. De Bono's Cognitve Reasearch Trust CoRT Thinking Skills 10 Court Breadth thinking skills incorporated into Renzulli's level 2

7.2.5. ex. = Prairie Restoration by Salisbiry, Rule, Vander Zanden

7.3. Lesson Cycle

7.3.1. Bell ringer Synonyms Do now New node Jumpstart Transition Purposes Review Prime pump for lesson Hook Types Not

7.3.2. Focus lesson Direct instruction Hook See notes above New Topic

7.3.3. Cooperative learning Synonyms Guided practice Purpose Practice knowledge, skill, disposition Learning is a social construct

7.3.4. Independent learning Practice on own 5 problems & if correct extension activity Summarize what learned

7.3.5. Exit ticket Formative assessment Hit learning target? Use in tomorrow's planning Evidence of mastery!!! How Chunk the lesson Set alarm Clear the decks It counts Strategies Around the world Paired negotiations Logo gallery

7.4. Problem -Based learnring

7.4.1. Samammish Implementation over 5 years small group teamed w/UW to create a PBL class Larger community based team met to define PBL for Sammamish Gave teachers 1 period release to plan a course (1/3 of the teachers) 7 values woven throughout Authentic problems Collaboration Expertise (Expert Learner) culturally responsive student voice and leadership Academic discourse Authentic assessment

7.5. Assessment

7.5.1. Grading Practices Prompt Purpose Traditional vs Standards based Traditional vs standards based Policies and systems Missing work class participation at bats late work Grading policy

7.5.2. formative after brief intro to unit, S takes end of chapter exam & if 90 or higher does need need to take choice boards (tic tac toe) level up! plan for the high end (not middle) and scaffold as needed

7.5.3. summative

8. Creative Strategies for Individual Students

8.1. Students who aren't Learning Flowchart with interventions

8.2. System and Team Support

9. Reflection on Instructional Effectiveness

9.1. Change Process

9.1.1. WA State Tacoma TAF Sammamish

9.1.2. World Leadership School