Objectives • To define Effective Effort • To share what we have been doing with EE • To share resources--research, articles, etc • To “map” current work • To dream and “map” future work • To connect to curriculum, PD, other change efforts
Norms for Our Work together • Actively listen to each other • Push for clarity • Allow for vulnerability
Introductions • Find someone you don’t work closely with • Take ten minutes to share: • An experience when EE was part of your life • An experience when EE was important in helping a student • Introduce partner’s EE story to the group • Processing: What patterns do we hear?
What patterns do we hear? • Making concrete pictures/examples of EE • Dedication to hard work (value) • Changing belief system about smart • Success building confidence; pointing out successes • Self-examination • Relationships—t/s—that allow self-examination • Feeling comfortable enough to be vulnerable • As adults, our stories started with internal motivation • We’re pushing students to operate at a higher level than previously • Kids have different amounts of extrinsic motivation and other supports that impact their performances • Someone else cares and notices
“Map” of possible applications • Component of every 9th grade core course • Affect our hiring decisions • Part of a stated school set of beliefs/values • Create a school culture that counters beliefs in our culture that negatively impact kids (racism and beliefs about intelligence)
What exactly is Effective Effort? Using Understanding by Design, we will identify core elements: • What are the enduring understandings we want students to carry with them? • What is the essential question? • What is the knowledge (concepts, ideas, facts)? • What are the skills (processes, strategies)? • What are the habits of mind?
What knowledge? • Incremental [vs. Entity] Theory of Intelligence (I can get smart.) • Beliefs about intelligence matter • Meta-cognition • Learning is a social activity: I need to be a member of a learning community • Learning Styles • Characteristics of a successful learner • Attribution Theory
What skills/strategies? • Time management • Organizational skills • Self-advocacy and self-monitoring • How to get help when you need it • Self-reflection • How to identify and use resources • How to set and monitor goals • Study skills: note-taking • Reading comprehension skills: What do you do when you don’t know? (vary by discipline) • How to be meta-cognitive • How to build an effective learning community/study group (breaking down the task/problem into component parts)
What Habits of Mind? • Persistence in the face of failure, “setback” • Hard Work • Resiliency • Appreciation for learning—value learning personally
Routines/Methods for Teachers can use to reinforce Effective Effort • No grade on failing paper—reteach and identify what the students needs to do • Error analysis and retake tests • Take on the role of coaching and preparing students to be strong independent learners (move the locus of control to the students/tenacity continuum);learn how to learn • Answer every question with a question (redirecting student’s question to others) • Being clear about assignments and have strong rubrics so that students can self-assess
What have we accomplished? • Identified what we are already doing • Found some commonalities across our work • Dreamed of new approaches school-wide • Raised some good issues about how to teach, how to do this work • Started defining “effective effort” at ETHS
How do we want to use April 29 ? Possible Tasks • How to work with kids who have a competitive nature but are not focusing on achievement—how might we create an academic learning group to use this competitiveness? • Continue to use coaches, PE teachers –share the common language • How do we make this school-wide? • How do we involve staff as well as students? • How do we connect this to being more successful in ensuring students learn content? • Clarify: what is the core curriculum (knowledge and skills) and what are the structures and policies that teachers can put into place?
What’s the purpose of the group? JS: This is a think tank: how to move the school culture so that EE shows up in 3 domains: • Teacher beliefs and practices: what does it look like and sound like in classrooms? (I have believe that they have the capacity and I have to get them to believe in their capacity.) • Direct teaching of EE: what it is and how to do it? • Formal Structures: Programs, procedures, and policies of the school embed and support EE.
Next Steps: Summer, fall • Anthony: advertise and celebrate EE (t-shirt and a campaign) • David: figure out how to fold this work into what we’re already doing • Vernon: fold into RtI • Ali: Select some common strategies and start to develop a common vocabulary (e.g., test corrections) • Nicole: share informally across departments • Tenesha: elicit EE strategies from other teachers and organize • Nicole: teach what it is and how to do it in Summer Bridge to AP US History • Jack: develop a straight forward message about what it is, e.g., 1 Humanities team • Aracely: Work with Lucy Pulido and use in Latino Quest; workshops for teachers on specific practices • David W: Build a critical mass of teachers to lead the group; we need to become a choir; we need to rehearse our song • David C: teachers are open to new strategies; let’s figure out how to share specific strategies • Regina connect to work on literacy; start using the vocabulary when teaching literacy strategies
EE Group: Next Year? • Meet next year • Experiment with specific strategies • PLCs • Invite Jon • Consider opening the membership to group • Continue work on defining EE • ½ day
Why would a kid exert EE? • Knows how to do it • Accurate self-assessment of what s/he knows or doesn’t know • It’s relevant learning; it would be worth it (This is not about being entertaining.) Lessons start or connect with kids’ questions—active engagement. • Inherently interesting • Because my teacher or another significant person asked me to • Wants to be recognized for EE (student of month) • Knows that it’s OK not to know something—in fact, that is what successful learners do and ask for help. • Strong social norms that reinforce that “this is what we do here.” • Transfers from another arena in life (e.g., athletics) • Letting kids in on the full and transparent plan—why and what are we doing? • HOPE: kids believe that they can succeed at the HS
What’s our purpose? • Develop a plan to do this systematically: be consistent, have follow-through, ongoing support, not just for the volunteers