12620829
Description
Flashcards by Hannah Erickson, updated more than 1 year ago
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Created by Hannah Erickson
about 6 years ago
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| Question | Answer |
| Philosophy of Differentiation | 1. Diversity is normal and valuable 2. Every learner has a hidden and extensive capacity to learn 3. It is the teacher's responsibility to be the engineer of student success 4. Educators should be champions of every student who enters the schoolhouse doors |
| What percentage of the school population struggles with mental health? | Approximately 10%. Examples include poverty, domestic violence, abuse and neglect, psychiatric disorders, trauma, etc. |
| Most kids don't come with a diagnosis, they come with ________. | behaviors |
| The "Invisible Backpack" | Some students have an invisible backpack that is so heavy that they cannot hold it up. |
| Three Types of Trauma | 1. Chronic-complex trauma 2. Chronic trauma 3. Acute trauma |
| Chronic-complex trauma | -Usually starts under the age of 5 -Most frequently, child's caregiver is the cause of this trauma -Fight, flight, or freeze events -Examples: ongoing domestic violence, ongoing abuse/neglect, ongoing sexual assault |
| Chronic trauma | -Ongoing traumatic events -Examples: Witnessing warfare, domestic abuse |
| Acute trauma | -Trauma that occurs once but changes a child's life/perception of life -Examples: broken leg, death of a parent/loved one, the death of a dog, etc. |
| Students with mental health problems can display a variety of behavioral issues. These include (7 total): | 1. Difficulty regulating emotions 2. Difficulty focusing on learning 3. Cannot recognize their own actions 4. Can be inflexible 5. Have outbursts for no reason 6. Disengage socially 7. Become defiant or argue |
| When anxiety goes UP, working memory _________ | Goes DOWN |
| Working memory | What we need to acquire information, hold information for a short amount of time, and use that information for their learning |
| Students with anxiety | -Fluctuate greatly with academic skills; they will have a few good days and then tank -This is primarily due to their anxiety, not an inability to learn |
| Four crucial executive functioning and emotional skills (from "Helping Anxious Students Move Forward" | 1. Accurate thinking 2. Initiation 3. Persistence 4. Help-Seeking |
| Accurate thinking | The ability to look at an assignment or situation and accurately judge its difficulty, the time it will take to complete, and one's own ability to engage in and complete it |
| Initiation | The ability to organize one's thoughts and start engaging in a task |
| Persistence | The ability to sustain effort, even when faced with a mistake or difficulty (perceived or real) |
| Help-Seeking | The ability to ask for help when difficulties arise (rather than avoid the task or feel defeated) |
| Ways to promote ACCURATE THINKING (and combat all-or-nothing situations/catastrophic thinking) | -Have student rate the difficulty of an assignment before/after the activity -Break tasks into parts, make a list of different task parts (mixing in neutral items, favorite things, and disliked items), then have students categorize into 3 columns (I like it, it's OK, I dislike it) |
| Ways to promote INITIATION | -Look at the assignment together earlier in the day OR the day before -Chunking -Give students a worksheet that is already half done OR begin the first half of the sentence for them -Provide a whiteboard for writing or second copy of quiz (reinforce that mistakes aren't permanent) |
| Ways to promote PERSISTENCE | -Focus part of the grade on SMALL pieces of evidence of persistence, such as: "Did I attempt more problems today than on my last quiz?", "Did I correct an answer?", "Did I attempt one of the challenge problems?" |
| Ways to promote HELP-SEEKING (students who struggle with asking for help) | -Create a nonverbal/private cue system -Assist the student to reflect on/articulate specifically what they need to reduce dependency |
| Ways to prevent HELP-SEEKING (students who ask for help too frequently or need assistance with every step of every assignment) | -Reframe "help-seeking" to "reassurance-seeking" in both your mind and the student's mind to promote self-awareness -Replace "I don't know what to do" with "Can I have a check-in with you?" or "Did I understand |
| Increasing independence in the classroom | -Teach students how to self-monitor (use a self-monitoring sheet) -Teacher can label the struggle as one of the small skills, which reframes the student's catastrophic thinking into an easier problem. Teacher then points to the strategies column on the chart. |
| Input/Output inventory | Helps teachers think about where to meet students so they can be successful independently and give teachers guidance on how to gradually increase student's level of input/output as they show signs of success |
| The learning environment actively supports learners and learning | -Learning environment is key to student success -Work consciously and purposefully in maintaining an inviting learning environment -Environment, curriculum, and instruction are firmly linked |
| The teacher actively attends to student differences | -Humans share the same need for nourishment, shelter, safety, belonging, achievement, contribution, and fulfillment -HOWEVER, our experiences, culture, gender, genetic codes, and neurological wiring all affect how and what we learn |
| Ways to actively attend to student diferences | 1. Create a variety of paths toward essential learning goals 2. Students' talents must be recognized, tapped, and developed 3. Some students need frequent reassurance to offset how life at home erodes their self-confidence |
| The curriculum must be organized to support learning | -Crucial for teachers to articulate what's essential for learners to know, understand, and be able to do in a given domain (ie, identify the essential outcomes) |
| Assessment and instruction are inseparable | -Assessment is DIAGNOSTIC and ONGOING -Assessment is today's means of understanding how to modify tomorrow's instruction |
| Content | What teachers want the students to learn |
| Process | Activities designed to ensure that students use key skills to make sense of, apply, and transfer essential knowledge and understandings |
| Products | Vehicles through which students demonstrate and extend what they have learned |
| Teachers must attend to expected norms and individual norms | 1. Accelerate learning when needed 2. Ensure steady growth toward (or beyond) group goals |
| The teacher and students work together flexibly | -Use materials and time flexibly -Sometimes the teacher is the primary helper of students; sometimes students are each other's best sources of help |
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