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!

1.1.1.1. Teachers need an excellence (growth) mindset!

1.1.1.2. Teachers play THE key role in learning

1.1.2. Supporting Excellence

1.1.2.1. 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)

3.1.1.1. Back to where u came from -

3.1.1.1.1. Conversations about the space and own pedagogy

3.1.1.1.2. Give immediate feedback on the lesson

3.1.1.1.3. Conversation looks like the hip hop cycle

3.1.1.2. Ex. T has curt in hands and s hands r full of iwn life experience

3.1.1.2.1. 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 = ___________)

3.2.4.1. courage =" the movement we make in the direction of becoming our best self." [ ______________________________]

3.2.4.2. 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

3.3.2.1. Co-teaching

3.3.2.1.1. Flipped w/ students teaching

3.3.2.2. Cosmopolitanism

3.3.2.3. New Topic

3.4. Brain-Body Based Basics

3.4.1. https://www.youtube.com/watch?v=cTl2Odxgr54

3.4.2. https://www.mcb80x.org/

3.4.3. vigorous exercise

3.4.4. toxic stress

3.4.4.1. 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.

3.4.4.2. 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.

3.4.4.2.1. 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.

3.4.4.2.2. 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

4.1.1.1. video 1

4.1.2. Schoolwide expectations

4.1.2.1. Beach 5

4.1.2.1.1. Beach 5 Classroom Expectations

4.2. Schoolwide and Teamwide

4.2.1. Safety: Creates a safe consistent enviroment

4.2.1.1. 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

5.1.1.1. Developmental Stages

5.1.2. Competence

5.1.2.1. Interests

5.1.2.2. Areas of Expertise

5.1.3. Contribution

5.1.3.1. Use skills with and for others

5.1.3.2. Connections

5.1.3.2.1. Family

5.1.3.2.2. Friends

5.1.3.2.3. Community

5.2. Engagement & Motivation

5.2.1. Asset-based

5.2.1.1. Mia Birdsong at Ted

5.2.1.2. 40 assets

5.2.1.3. Ydek

5.2.1.3.1. Survey

5.2.2. high expectations

5.2.2.1. no opt out

5.2.2.2. 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

5.4.1.1. see www.ascd.org 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

6.2.1.1. Attention getting strategies

6.2.2. System and Team Support

6.3. Relevance to Life & Career

6.3.1. Design

6.3.1.1. architecture

6.3.1.1.1. http://www.dwell.com/sponsored-post/article/video-rwandas-christian-benimana-moved-china-and-learned-mandarin-be

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

7.2.2.1. analytical

7.2.2.2. practical

7.2.2.3. creative

7.2.3. Renzulli's Enrichment triad 1976

7.2.3.1. 1. exploratory

7.2.3.2. 2. learn skills of professionals in the field

7.2.3.3. become producers of knowledge for problems w/a real world audience

7.2.4. De Bono's Cognitve Reasearch Trust CoRT Thinking Skills

7.2.4.1. 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

7.3.1.1. Synonyms

7.3.1.1.1. Do now

7.3.1.1.2. New node

7.3.1.1.3. Jumpstart

7.3.1.1.4. Transition

7.3.1.2. Purposes

7.3.1.2.1. Review

7.3.1.2.2. Prime pump for lesson

7.3.1.2.3. Hook

7.3.1.2.4. Types

7.3.1.2.5. Not

7.3.2. Focus lesson

7.3.2.1. Direct instruction

7.3.2.2. Hook

7.3.2.2.1. See notes above

7.3.2.3. New Topic

7.3.3. Cooperative learning

7.3.3.1. Synonyms

7.3.3.1.1. Guided practice

7.3.3.2. Purpose

7.3.3.2.1. Practice knowledge, skill, disposition

7.3.3.2.2. Learning is a social construct

7.3.4. Independent learning

7.3.4.1. Practice on own

7.3.4.1.1. 5 problems & if correct extension activity

7.3.4.2. Summarize what learned

7.3.5. Exit ticket

7.3.5.1. Formative assessment

7.3.5.1.1. Hit learning target?

7.3.5.1.2. Use in tomorrow's planning

7.3.5.1.3. Evidence of mastery!!!

7.3.5.2. How

7.3.5.2.1. Chunk the lesson

7.3.5.2.2. Set alarm

7.3.5.2.3. Clear the decks

7.3.5.2.4. It counts

7.3.5.3. Strategies

7.3.5.3.1. Around the world

7.3.5.3.2. Paired negotiations

7.3.5.3.3. Logo gallery

7.4. Problem -Based learnring

7.4.1. Samammish

7.4.1.1. Implementation

7.4.1.1.1. over 5 years

7.4.1.1.2. small group teamed w/UW to create a PBL class

7.4.1.1.3. Larger community based team met to define PBL for Sammamish

7.4.1.1.4. Gave teachers 1 period release to plan a course (1/3 of the teachers)

7.4.1.2. 7 values woven throughout

7.4.1.2.1. Authentic problems

7.4.1.2.2. Collaboration

7.4.1.2.3. Expertise (Expert Learner)

7.4.1.2.4. culturally responsive

7.4.1.2.5. student voice and leadership

7.4.1.2.6. Academic discourse

7.4.1.2.7. Authentic assessment

7.5. Assessment

7.5.1. Grading Practices

7.5.1.1. Prompt

7.5.1.1.1. Purpose

7.5.1.2. Traditional vs Standards based

7.5.1.2.1. Traditional vs standards based

7.5.1.3. Policies and systems

7.5.1.3.1. Missing work

7.5.1.3.2. class participation

7.5.1.3.3. at bats

7.5.1.3.4. late work

7.5.1.3.5. Grading policy

7.5.2. formative

7.5.2.1. after brief intro to unit, S takes end of chapter exam & if 90 or higher does need need to take

7.5.2.2. choice boards (tic tac toe)

7.5.2.3. level up!

7.5.2.4. 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

9.1.1.1. Tacoma

9.1.1.1.1. TAF

9.1.1.2. Sammamish

9.1.2. World Leadership School