I'm a little behind in our scheduled discussion but let's see if we can catch up this week.
Johnston writes: " These "how did you..." and "what are you thinking..." conversations invite agentive narratives, increase the available strategic information, reduce the likelihood of fixed performance theories and at the same time invite dynamic learning theories." Bev has shared with us some rather intriguing thoughts about how we can non-verbally, as well as verbally, encourage a dynamic mindset. Let's see if we can make this real. Anyone want to share a classroom interaction they have had or seen that we might look at that encourages either a dynamic or fixed performance mind frame? I spent some time looking at some old video of some of the lessons I have taught over the years. (Old National Board portfolio video...!) Here is one interaction I'd like to get everyone's take on... I was working with first graders and we were jointly trying to solve a problem students had lining up in the cafeteria. My students all had a classroom job. One was to be line leader. Another was to be second in line...and the second in line held open doors for the class as we traveled. Once lunch was over, students were to line up behind a taped mark on the cafeteria floor. But the line leader and second did not always finish lunch first and therefore had to push their way into their spots...causing all kinds of issues. So, I held a class meeting. Here is a part of the interaction: Me: So, let's see if we can figure out the problem. Here is the spot where we line up. Let's pretend that Jessica is finished lunch first and she lines up on the tape line where she is supposed to. John, Audra, Jennie and Geoff line up behind... Now, let's pretend that the line leader and second in line are trying to get to their spot. Watch what happens and tell me what you notice... (much laughing and giggling as the two children try to get in their spots and one child steps on another's foot) Me: So what do you notice? Student 1: There's pushing! Student 2: Everyone is doing what they are supposed to but it doesn't work. Student 3. Someone might get hurt! Me: So, let's get some ideas. What could we do? Student 4: We could have the first person to line up start the line back farther? Me: So how would that work? Student 4: The first person to get in line could take two steps back. Student 5: And the line leader and second in line could say "please move back." Me: Let's try this out. (kids line up...and practice. It works...) Me: So what did you notice this time? Student 6: That worked! Me: Why do you think it worked? Student 6: There was not any pushing. Me: So, what did we do to figure this out? Student 7: We tried it. Me:What else? Student 2: We acted it out Me: What else? Student 3: We made a plan? Me: Excellent job. You listened to each other. You got ideas from each other. You cooperated and tried out your plan. I'm proud of you all. Great job. Now let's practice this, all of us, right now before we go to lunch. Can you see places where I worked to build a dynamic learning frame? Do you see places where I could have done better? Thoughts? I'm not sensitive...so go right ahead and critique. Jennifer _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
