On January 5th, the group revisited the Primary SEEKING processes and then built their knowledge, into the Secondary and Tertiary SEEKING levels. Connections were made with the opening event learning around the Levels of Competence and to the Norms of Collaboration, specifically “Paying attention to self and others”. Active Processing activities were also studied.
The big takeaway: “Processing has to be done in a variety of ways, and multiple times to deepen learning because we have to activate the SEEKER so that he will WANT to SEEK further and WANT to SEEK further.
Next time we will be doing Chapter 4!
There is a newly created 6.8 position at Greenville Middle School to help start up the Read 180 program and beyond. This is an INSURANCE paid position!! They are hoping to start the position January 23rd. If you know of anyone interested, have them contact Greenville Public Schools directly!
Are there still folks out there without books? If so, please let me know and I will tag a book with your name on it and send it your way.
Elizabeth Gates, one of our members has shared that Greenville Public Schools is searching for a dynamic English teacher, so who else to ask, but dynamic teachers!! Please pass on this link of you know of someone who fits the role!
Greetings! I am attaching the powerpoint we shared on the first LCN date. The presenter notes should open when prompted. As you read the assignments (pp. 23-31) on the Eight Possible Reasons for diminished student engagement and motivation, and then (pp.39-45) on the Role of Dopamine as a neurotransmitter of motivation, I would encourage you to think about these two questions:
How might the reasons for disengagement fit your content or grade level and ultimate day to day work?
What new learnings are you taking away about the role of dopamine and the SEEKING system?
When we gather in December, we will start with some reflections about these questions!
See you then!
Well, we are almost done with the school year! If my memory is correct (and please correct me if I am wrong), we are scheduled to have some conversation around Chapters 7, 15 and 18. See you on May 8!!
We are about 10 days from the next LCN day. I hope you are enjoying the chapter (#3) on “How To Think”. If you have not started it yet, it is rather long, but it will read like a story since it tracks an intermediate school, IS 318 in Brooklyn, and their chess team. I will be bringing some videos in around this school and relating it to the larger idea of creating thinkers. Enjoy and see you soon!!
Questions that are floating through my brain are around “FLOW” (term is defined in this chapter), and 10,000 hours of practice, coupled with the age old debate of whether it is better to develop interests in lots of things versus whether it is better to develop one skill/interest deeply.
We are about 10 days away from our next LCN gathering and I wanted to remind you about the chapters for our conversation. We had agreed to read Chapter 12, “Closing the Gaps for the Hardest to Reach” and Chapter 14, “Reducing the Incidence of Early Reading Difficulties: Professional Development for Classroom Teachers Versus Direst Interventions for Children”.
Believe it or not, the chapters do shadow each other in theme. I have been thinking about the first chapter especially, almost non stop since I read it. It was rather mind blowing for me. Especially when it is layered over our learnings last year from Peter Johnston and Doug Fisher’s Gradual Release of Responsibility Instructional Framework. So I would like to switch up our discussion format just a bit and combine both articles for our conversation cafe when we meet. I will give just a quick overview of the main points and then start the conversation with an essential question.
Happy Reading and I look forward to our time together on February 26th!!
Here is another article and another video by Angela Duckworth on her research on grit. Video is 18 minutes, but interesting references to her test to measure grit.