Dare to Care

create, communicate, collaborate, and think critically

15/Apr/2016
by Denise Krebs
4 Comments

Google Apps for Education Summit, Bahrain, Day 1

I had so much fun at the GAFE Summit today! I love learning new things, and there was much to learn. It had been a long time since I was at a tech conference, and my first ever Google Summit. This one is meeting at St. Christopher’s School in Saar, Bahrain. There are people from at least a dozen countries around the region and beyond.

Mark Garrison, Ben Friesen, Chrystal Hoe, Mark Hammons, Jeff Layman, and Lissa Layman are the team leaders for this weekend. They are all very knowledgeable, approachable, and they love to learn and share.

Here are just a few brief takeaways from my first day.

Mark Garrison had a great keynote address. I was inspired to be better, to give up some of the things in my practice that aren’t working. I will START some new things, STOP some old things, and continue to SHARE my learning. It is in making my learning visible that I learn the most. I truly am the chief among learners, and I delight in it. You can share what you are learning these days at the Start, Stop and Share Challenge that Mark shared with us. I will do that after the Summit is finished.

I also went to two other sessions with Mark. One on the 4C’s – communication, collaboration, creativity and critical thinking. These 4C’s are in the tagline on this blog and on my classroom blog (actually 5 C’s on my class blog). I aspire to teach these always, and I loved Mark’s challenge to make these part of our lesson plans. Plan how and when we will let students practice each skill! The second session was a round table discussion about Start, Stop and Share. I heard from passionate educators from all over the region. They are here to make the world a better place, starting at their schools.

Lissa Layman had a great session, which was an overview of Google Sites, Documents, Slides, Forms, Calendar, and more. I immediately thought of something I will STOP, and that is sending home a paper form gathering email addresses and other beginning of the year information. I will have them complete a Google form so the info can come in digitally with much fewer errors than the paper versions produce. (Why didn’t I think of this before? I use Google forms!)

I got to experience BreakoutEDU! Such fun! We solved the game and “broke out.” I had heard of it before, but it didn’t make sense until I experienced it. (So true of so much of life, right?) I am looking forward to bringing a box back from the US this summer and participating with my Imagination Chapter.

I could go on and on about all of the Demo Slam segments. Three minutes each, showing a sweet app or hack or some digital nicety that makes the crowd go, WOW! Some of my favorites were My Map. (More on that later, as I tried it and failed miserably.) Another favorite was that Keep converts image text to editable text! What? I never knew. I came home and showed my husband, and he loved it so. It was an early birthday present for him!

The hour is late, and I’ll be up again to do another day tomorrow, so more tomorrow. In the meantime, there are more photos here, and my notes from today are here.

04/Aug/2015
by Denise Krebs
Comments Off on Mindset for Learning and Growing

Mindset for Learning and Growing

In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort. In the other world, effort is what makes you smart or talented. You have a choice. Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your mind, and you can change your mind.

Carol Dweck, Mindset, Loc 317 in Kindle.

I want to change my mindset in every area of my life! As I read Carol Dweck’s book, Mindset: A New Psychology of Success, I thought of the times and areas in life that I have had a growth mindset (computers, reading and writing), and I also think of many when I have had a fixed mindset (sports, music, and learning languages).

My belief in all children’s ability to grow and learn has developed over the years. Thank God. I am saddened by some memories I have of my first years of teaching. I know I reinforced fixed mindsets in children. Even today, I still make mistakes. Carol’s book will help me, especially connecting and believing in those children who don’t believe in themselves.

I look forward to discussing Mindset with other #geniushour teachers on Thursday, 6 August, at 6 pm Pacific Time/9 pm Eastern. (Or for those in Arabia Standard Time, 4:00 a.m. on Friday.) Join us if you want to learn more about fixed and growth mindsets.

I’ve gathered below some quotes from the book on each of the two mindsets. I could have gone on and on–so many good thoughts–but I wanted to put these here as a reminder of the ideas, descriptions and vocabulary that I will need to practice, learn and teach. My goal for the coming school year is to practice and teach the growth mindset. (That’s my one sentence for this summer, Joy.)  (The Kindle location number is given for each.)

Fixed Mindset

  Growth Mindset

Fixed mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics. Loc 158

…one consuming goal—look smart, don’t look dumb. Who cared about or enjoyed learning when our whole being was at stake every time she gave us a test or called on us in class? Loc 164

…labeling themselves and throwing up their hands Loc 219

…risk and effort are two things that might reveal your inadequacies and show that you were not up to the task. Loc 227

…your qualities are carved in stone Loc 238

…a fixed ability that needs to be proven Loc 310

…fixed traits—success is about proving you’re smart or talented. Loc 313

Validating yourself. Loc 313

…children with the fixed mindset want to make sure they succeed. Smart people should always succeed. Loc 335

…fixed mindset didn’t want to expose their deficiencies…to feel smart in the short run, they were willing to put their college careers at risk. Loc 352

…fixed mindset makes people into nonlearners. Loc 353

It’s about being perfect right now. Loc 459

The fixed mindset does not allow people the luxury of becoming. They have to already be. Loc 481

…failure has been transformed from an action (I failed) to an identity (I am a failure). Loc 599

But those with the fixed mindset said they would study less for the next test. If you don’t have the ability, why waste your time? And, they said, they would seriously consider cheating! Loc 648

…instead of trying to learn from and repair their failures, people with the fixed mindset may simply try to repair their self-esteem. Loc 650

But students in the fixed mindset chose to look at the tests of people who had done really poorly. That was their way of feeling better about themselves. Loc 652

People with the fixed mindset tell us, “If you have to work at something, you must not be good at it.” They add, “Things come easily to people who are true geniuses.” Loc 725

The idea of trying and still failing—of leaving yourself without excuses—is the worst fear within the fixed mindset, and it haunted and paralyzed her. Loc 764

…that success is about being more gifted than others, that failure does measure you, and that effort is for those who can’t make it on talent. Loc 799

In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. Loc 865

…the natural does not analyze his deficiencies and coach or practice them away. The very idea of deficiencies is terrifying. Loc 1402

…key weapons of the fixed mindset—blame, excuses, and the stifling of critics and rivals. Loc 1948

You have permanent traits and I’m judging them. Loc 2928

We don’t care about who you are, what you’re interested in, and what you can become. We don’t care about learning. We will love and respect you only if you go to Harvard. Loc 3210

When teachers are judging them, students will sabotage the teacher by not trying. Loc 3417

Fixed-minded teachers often think of themselves as finished products. Their role is simply to impart their knowledge. Loc 3424

You have permanent traits and I’m judging them Loc 3596

Remember that praising children’s intelligence or talent, tempting as it is, sends a fixed-mindset message. Loc 3598

The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives. Loc 181

…your qualities can be cultivated Loc 239

…exceptional individuals have “a special talent for identifying their own strengths and weaknesses.” Loc 259

…a special talent for converting life’s setbacks into future successes. Loc 262

…creative achievement…perseverance and resilience. Loc 263

…a changeable ability that can be developed through learning Loc 310

…changing qualities—it’s about stretching yourself to learn something new. Loc 314

Developing yourself. Loc 314

They walk, they fall, they get up. They just barge forward. Loc 326

But for children with the growth mindset, success is about stretching themselves. It’s about becoming smarter. Loc 335

…growth mindset seized the chance. Loc 352

“I never stopped trying to be qualified for the job.” Loc 392

“This is hard. This is fun.” Loc 451

“[When] I work on something a long time and I start to figure it out.” Loc 461

“Becoming is better than being.” Loc 481

People with the growth mindset know that it takes time for potential to flower. Loc 523

A single point in time does not show trends, improvement, lack of effort, or mathematical ability.… Loc 532

Those in the growth mindset looked at the tests of people who had done far better than they had. As usual, they wanted to correct their deficiency. Loc 652

John Wooden, the legendary basketball coach, says you aren’t a failure until you start to blame. What he means is that you can still be in the process of learning from your mistakes until you deny them. Loc 666

When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them. And if abilities can be expanded—if change and growth are possible—then there are still many paths to success. Loc 710

The growth mindset allows people to value what they’re doing regardless of the outcome. Loc 866

…even when you think you’re not good at something, you can still plunge into it wholeheartedly and stick to it. Actually, sometimes you plunge into something because you’re not good at it. Loc 936

“Come on, peach,” [Marva Collins] said to him, cupping his face in her hands, “we have work to do. You can’t just sit in a seat and grow smart.… I promise, you are going to do, and you are going to produce. I am not going to let you fail.” Loc 1151

Create an organization that prizes the development of ability—and watch the leaders emerge. Loc 2420

“I liked the effort you put in, but let’s work together some more and figure out what it is you don’t understand.” “We all have different learning curves. It may take more time for you to catch on to this and be comfortable with this material, but if you keep at it like this you will.” “Everyone learns in a different way. Let’s keep trying to find the way that works for you.” Loc 3012

Don’t judge. Teach. It’s a learning process. Loc 3160

But when students understand that school is for them—a way for them to grow their minds—they do not insist on sabotaging themselves. Loc 3417

Above all, a good teacher is one who continues to learn along with the students. Loc 3431

You’re a developing person and I’m interested in your development Loc 3597

…try to focus on the processes they used—their strategies, effort, or choices. Loc 3599

…try to figure out what they don’t understand and what learning strategies they don’t have. Remember that great teachers believe in the growth of talent and intellect, and are fascinated by the process of learning. Loc 3608

…our mission is developing people’s potential. Loc 3614

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

When Do You Feel Smart:
When You’re Flawless or When You’re Learning?

~Carol Dweck, Loc 452

Two Articles to Read to Help Avoid a Common Mindset Pitfall

Trying my hand at an art sketchbook. #edsketch

08/May/2015
by Denise Krebs
Comments Off on The Genius Hour Guidebook – Coming Soon

The Genius Hour Guidebook – Coming Soon

(Originally posted at geniushour.ca)

Genius Hour Guidebook

Click book cover for link to Amazon!

By Denise Krebs and Gallit Zvi

A few years ago the two of us took a risk in our practice–we asked our students what they wanted to learn about and let them take the reins and direct their own learning. Shortly after, we began the collaborative Genius Hour website geniushour.wikispaces.com, and then the monthly Twitter chat using the hashtag #geniushour.  Along with our friends and fellow Genius Hour teachers, Hugh McDonald and Joy Kirr, we began to share Genius Hour with all the teachers that would listen.  We are both so passionate about Genius Hour and found that it not only benefited our students but also changed everything for us!

The two of us wanted to spread the Genius Hour love with even more educators, so we decided that the next step was to write a book about Genius Hour.

We have been working on this book for a couple of years now and are really honored that it has now gone to production by Routledge and MiddleWeb.  We truly hope that it will help educators implement Genius Hour with their students. Our hope is that one day all students will have the chance to work on their own Genius Hour projects.

We are so excited to announce that The Genius Hour Guidebook: Fostering Passion, Wonder and Inquiry in the Classroom is now available for presale and will be available this Fall.

Denise Krebs and Gallit Zvi

22/Apr/2015
by Denise Krebs
Comments Off on The Skill of Listening, Happy Earth Day, and Day 22 #AprilBlogADay

The Skill of Listening, Happy Earth Day, and Day 22 #AprilBlogADay

Listening, speaking, reading and writing = language and literacy.

I have been teaching English language learners for a little over a year now. It was a big change from teaching older native speakers English and social studies.

I teach lots of speaking, reading and writing, but I have been neglecting to teach listening as a skill. Usually, students practice listening to each other during show and tell, and to me when I’m talking or reading stories. They listen to and sing along with songs, but really I have not helped them to practice and have success in listening.

Thanks to the British Council and the U.S. State Department, we have excellent resources for learning to teach English! Face-to-face classes and workshops, webinars, online classes. I’m learning so much. (See at the end of this post just a few of the resources I got today.)

Today, however, I attended one of the best webinars. It was on teaching listening. I will be a better teacher tomorrow because of it. I just wanted to share the resources for other ELL teachers and anyone who wants to teach listening skills.  The webinar is led by Kevin McCaughey, a Regional English Language Officer in Kyiv, Ukraine. It was a great presentation with a wealth of practical activities, and beautifully designed for the Earth Day audience enjoying it today.

Here is the PDF article, “Practical Tips for Increasing Listening Practice Time,” if you’d rather read the content (but don’t miss Kevin’s warm delivery, and with singing too.)

Do you teach listening? How? To whom?

More Resources

etseverywhere.com – Free ELT audio from Kevin McCaughey
elllo.org – Free, fun, natural and meaningful listening lessons from Todd Beuckens. Elllo on Twitter.
American English – “A Website for Teachers and Learners of English as a Foreign Language Abroad” by the US State Department

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