From the book “Energizers, 88 Quick Movement Activities That refresh and Refocus” by Susan Lattarzi Roser, 2009. Shared by Margy Carpenter
Awake, Alert, Alive - a fun, challenging energizer that fosters right brain-left brain agility as the hands cross the body’s midline
Grade Level - 3-6
Skills Practiced - Memorizations, rhythm, self control, empathy
Materials Needed - Optional: chart with words
Preparing Students For Success
* Practice signing the song together (can be sung to the tune “If You’re Happy and You Know it”).
* Model and practice actions for each word.
* Start slowly before speeding up!
* Share ways to support success within the group.
Words
I’m awake, alert, alive
Enthusiastic!
I’m awake, alert, alive
Enthusiastic!
I’m awake, alert, alive
Alive, alert, awake
Awake, alert, alive
Enthusiastic!
Actions
Awake: Point to eyes
Alert: Point to brain
Alive: Cross arms over chest
Enthusiastic: Clap thighs once, clasp hands once, snap fingers twice
Variations:
Once the class learns the words, challenge them by going faster
Try it in silence
Showing posts with label Brain. Show all posts
Showing posts with label Brain. Show all posts
Thursday, August 13, 2015
Thursday, July 24, 2014
Self-Efficacy Resources
Multicultural Pavilion Equity Awareness Quiz
Marva Collins
Einstein Quote: Genius is one percent inspiration,
ninety-nine percent perspiration.
Self Affirming Books
- Incredible You!: 10 Ways to Let Your Greatness Shine Through - Dr. Wayne Dyer
- It's Not What You've Got - Dr. Wayne Dyer
- On My Way to a Happy Life - Deepak Chopra
- Unstoppable Me!: 10 Ways to Soar Through Life - Dr. Wayne Dyer
- The Energy Bus by Jon Gordon – Ten Rules to Fuel Your Life, Work and Team with positive Energy
Books Supporting Self-Efficacy
- I Believe in Me: A Book of Affirmations - Connie Bowen
- I Think, I Am: Teaching Kids the Power of Affirmations - Louise Hay
- Super Dog: The Heart of a Hero by Caralyn Buehner
- Work Hard-Never Give Up by Cecil Mosensen
- The Little Engine That Could by Watty Piper
- Thank you, Mr. Falker by Patricia Polocco
- The Power of Our Words, Teacher Language that Helps Children Learn by Paula Denton
- Manifest Your Magnificence (64 Affirmation Cards for Kids 6-12 Years Old) by Susan Howson and Mike Polito (2002)
Articles on the Brain –This might be helpful for those of you wanting to teach students explicitly about the brain
Brain Friendly Learning
What You Should Know About Your Brain
12 Things to Know About Your Brain
Growth Mindset Resources
Test your Mindset
Video Clips
The Power of Belief – Mindset and Success: Eduardo
Briceno
The Learning Brain
Embrace the Near Win
Grit - Angela Duckworth
Sunday, October 27, 2013
Sunday, December 2, 2012
Carol Dweck - The Perils and Promises of Praise
In a course, Understanding Self-Efficacy, that my colleagues, Elli Stern/Jennifer Wolfrum, and I teach, we ask participants
(teachers, counselors, administrators, tutors, nurses, etc.) to get into
a group and "become the expert" on an article that we have assigned for
homework. To this end, we then ask the group to construct a graphic
organizer, mnemonic, or other visual aid to help "teach" the other
groups about the article.
P
Praise is connected to promoting students’ views that intelligence is malleable.
R
Recover well from setbacks/Resilience.
A
Ask questions and focus on the process of achievement.
I
Intelligence grows because your brain is a muscle.
S
Students praised for performance remained determined to learn, showed excellent performance, and continued to improve.
E
Escalate their efforts and look for new learning strategies when they face failure.
Mnemonic above created by Beth, Rita, JoAnne, Pam & Diana
NOTES & COMMENTS:
The number one reason why people are fired from jobs is the inability to work with others. If you want kids to cooperate, you must give them time to practice bouncing ideas off of each other. Brainstorming is a strategy which helps groups of students come up with ideas, categorize and find ways to share their ideas with the class.
"Motivation is fragile" Using constructive feedback is very important.
Praise is recognition for student accomplishment, and feedback needs to be very specific to the task, providing description and information that encourages a student to develop further.
Avoid using the phrase "I think …" when praising a student's work because it creates dependency on what others think of the student's performance instead of recognizing the effort a student has put forth.
Use "and" instead of "but" when critiquing work because it increases the effort factor. And don’t forget “yet” – it’s not that a student can’t or hasn’t, it’s that he/she “can’t yet” or “hasn’t yet.”
Non specific praise becomes empty to a student after a while or, even worse, it creates a student who is extrinsically motivated to simply please others. Praising children for their intelligence puts them in a fixed mind-set and students who are "so wrapped up in their performance" can't admit their mistakes and, when faced with a challenge, lose their confidence.
It is easy to say, ” Good job!," however, it takes effort to be specific, to notice effort, and to clearly express this to students. With specific praise, students realize their own skills. When "Good job!" comes out, just keep going, “good job (fill in the blank)” and with practice, the praise will be more specific every time.
Carol Dweck’s research about people thinking their abilities are fixed or people thinking that they can develop their abilities includes the growth mind-set. It is positive for students, as well as teachers. Why teach, if you don’t think that a child can improve and grow? Kids don’t grow at the same pace, but they can put in effort and see improvement. It’s an important link to make.
“In the growth mind-set, students care about learning. When they make a mistake or exhibit a deficiency, they correct it. For them, effort is a positive thing: It ignites their intelligence and causes it to grow. In the face of failure, these students escalate their efforts and look for new learning strategies.” (from article)
“People nearly always perform better if they focus on things they can control, such as their effort, rather than the things they cannot.” Directly teaching this to our students provides them with hope that they can improve; that they have some control over how they do. It’s a powerful message that reinforces strength in their capabilities.
The article about understanding the currency valued by students.
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Start-Where-Your-Students-Are.aspx
Brainology
www.brainology.us
I recommend subscribing to the free electronic newsletter.
History of Intelligence
http://www.iub.edu/~intell/index.shtml
More Dweck
http://www.npr.org/templates/story/story.php?storyId=7406521
Grow your Brain
http://www.slideshare.net/swbrandt/grow-your-brain-interesting-version
What Research is saying about Brain-based Teaching and Learning
http://www.slideshare.net/swbrandt/grow-your-brain-dull-version?src=related_normal&rel=4557738
Brain Rules
http://www.brainrules.net/
Getting the Class I Always Wanted
Written by a teacher who writes about how she taught her students about the brain.
http://www.slideshare.net/mindsetworks/mindset-student-presentation-8666017?from=ss_embed
P
Praise is connected to promoting students’ views that intelligence is malleable.
R
Recover well from setbacks/Resilience.
A
Ask questions and focus on the process of achievement.
I
Intelligence grows because your brain is a muscle.
S
Students praised for performance remained determined to learn, showed excellent performance, and continued to improve.
E
Escalate their efforts and look for new learning strategies when they face failure.
Mnemonic above created by Beth, Rita, JoAnne, Pam & Diana
NOTES & COMMENTS:
The number one reason why people are fired from jobs is the inability to work with others. If you want kids to cooperate, you must give them time to practice bouncing ideas off of each other. Brainstorming is a strategy which helps groups of students come up with ideas, categorize and find ways to share their ideas with the class.
"Motivation is fragile" Using constructive feedback is very important.
Praise is recognition for student accomplishment, and feedback needs to be very specific to the task, providing description and information that encourages a student to develop further.
Avoid using the phrase "I think …" when praising a student's work because it creates dependency on what others think of the student's performance instead of recognizing the effort a student has put forth.
Use "and" instead of "but" when critiquing work because it increases the effort factor. And don’t forget “yet” – it’s not that a student can’t or hasn’t, it’s that he/she “can’t yet” or “hasn’t yet.”
Non specific praise becomes empty to a student after a while or, even worse, it creates a student who is extrinsically motivated to simply please others. Praising children for their intelligence puts them in a fixed mind-set and students who are "so wrapped up in their performance" can't admit their mistakes and, when faced with a challenge, lose their confidence.
It is easy to say, ” Good job!," however, it takes effort to be specific, to notice effort, and to clearly express this to students. With specific praise, students realize their own skills. When "Good job!" comes out, just keep going, “good job (fill in the blank)” and with practice, the praise will be more specific every time.
Carol Dweck’s research about people thinking their abilities are fixed or people thinking that they can develop their abilities includes the growth mind-set. It is positive for students, as well as teachers. Why teach, if you don’t think that a child can improve and grow? Kids don’t grow at the same pace, but they can put in effort and see improvement. It’s an important link to make.
“In the growth mind-set, students care about learning. When they make a mistake or exhibit a deficiency, they correct it. For them, effort is a positive thing: It ignites their intelligence and causes it to grow. In the face of failure, these students escalate their efforts and look for new learning strategies.” (from article)
“People nearly always perform better if they focus on things they can control, such as their effort, rather than the things they cannot.” Directly teaching this to our students provides them with hope that they can improve; that they have some control over how they do. It’s a powerful message that reinforces strength in their capabilities.
Teaching Girls to Adopt a Growth Mindset
A growth mindset is based on the belief that your basic
qualities are things you can cultivate through your efforts. Although people may
differ in every which way – in their initial talents and aptitudes, interests,
or temperaments – everyone can change and grow through application and experience.”
The differences between these two mindsets have profound implications for how
students approach academic challenges and academic setbacks – two arenas that
essentially dictate a student’s ultimate academic achievement.
Start Where Your Students are AtThe article about understanding the currency valued by students.
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Start-Where-Your-Students-Are.aspx
Brainology
www.brainology.us
I recommend subscribing to the free electronic newsletter.
History of Intelligence
http://www.iub.edu/~intell/index.shtml
More Dweck
http://www.npr.org/templates/story/story.php?storyId=7406521
Grow your Brain
http://www.slideshare.net/swbrandt/grow-your-brain-interesting-version
What Research is saying about Brain-based Teaching and Learning
http://www.slideshare.net/swbrandt/grow-your-brain-dull-version?src=related_normal&rel=4557738
Brain Rules
http://www.brainrules.net/
Getting the Class I Always Wanted
Written by a teacher who writes about how she taught her students about the brain.
http://www.slideshare.net/mindsetworks/mindset-student-presentation-8666017?from=ss_embed
Friday, August 5, 2011
2011 C.A.R.E. Guide: Strategies for Closing the Achievement Gaps
NEA Guide for Educators http://www.nea.org/home/2011-CARE-guide.html The 2011 edition of the C.A.R.E. Guide contains student activities, educator reflection opportunities, and video clips of experts sharing research and practice tips for educating culturally diverse students and students from low-income families. Download C.A.R.E.: Strategies for Closing the Achievement Gaps (PDF, 12 MB, 174pp) to learn strategies for improving the learning experiences of diverse students, especially those who are struggling to achieve at high levels. It focuses on four factors that affect student achievement: Culture, Abilities, Resilience, and Effort (C.A.R.E.).
Culture - Look at cultural differences by learning about the cultures that students bring to school - their everyday experiences - and connect these experiences to what is taught.
Abilities - Recognize the abilities students have learned in their homes and communities that do not show up on standardized tests, but can contribute to academic success.
Resilience - Cultivate resilience in students to help them persevere in school, despite repeated failure or discouragement they may have experienced in their environment.
Effort - Find out how students who are difficult to motivate are motivated outside of school and bring those interests inside the schoolhouse where they can be used to direct students toward academics.
Introducing students to the GROWTH MINDSET http://www.slideshare.net/mindsetworks/mindset-student-presentation-8666017?from=ss_embed:
Believing you can accomplish something is the first step to actually doing it. The brain is a muscle.
1. Learn to hear your fixed mindset voice.
2. Recognize that you have a choice.
3. Talk back with a growth mindset voice.
4. Take the growth mindset action.
Culture - Look at cultural differences by learning about the cultures that students bring to school - their everyday experiences - and connect these experiences to what is taught.
Abilities - Recognize the abilities students have learned in their homes and communities that do not show up on standardized tests, but can contribute to academic success.
Resilience - Cultivate resilience in students to help them persevere in school, despite repeated failure or discouragement they may have experienced in their environment.
Effort - Find out how students who are difficult to motivate are motivated outside of school and bring those interests inside the schoolhouse where they can be used to direct students toward academics.
~*~*~*~*~*~*~*~*~*~*~*~*~
Introducing students to the GROWTH MINDSET http://www.slideshare.net/mindsetworks/mindset-student-presentation-8666017?from=ss_embed:
Believing you can accomplish something is the first step to actually doing it. The brain is a muscle.
1. Learn to hear your fixed mindset voice.
2. Recognize that you have a choice.
3. Talk back with a growth mindset voice.
4. Take the growth mindset action.
Friday, July 29, 2011
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