-Chapter Two & Three- #wearetuskyvalley

George Couros Share out- #wearetuskyvalley 10mins

#wearetuskyvalley COGNITIVELY DELAYED INTELLECTUALLY DISABLED DOWN SYNDROME AUTISM BIPOLAR MENTAL ILLNESS ADHD TRAUMATIC BRAIN INJURY IQ: 75 IQ: 60 EMOTIONALLY DISTURBED 1ST GRADE READING LEVEL DYSLEXIA BEHAVIOR PROBLEM SCHIZOPHRENIA CEREBRAL PALSY DEAF PROCESSING SPEED OF 63 LIMITED FUNCTIONAL SKILLS MULTIPLY DISABLED DEVELOPMENTALLY DELAYED ANXIETY DEPRESSION PTSD #wearetuskyvalley Read the labels This is often the first things we are told about students the first glimpse we get of them. It would only be human nature to make assumptions about their learning and their abilities.

In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it. -Carol Dweck (pg. 32) George talks about having a Growth mindset instead of a fixed mindset. Most of you have studied Carol’s work but do we truly believe that all of those students that embody those labels in the first slide can achieve above their ability level? Are you telling me that a student with a 65 IQ can develop their talents and abilities beyond what their IQ limites them to? #wearetuskyvalley

M & J Video #wearetuskyvalley These two students of ours are now freshman in High School. Many of you have worked with Malik and Josh in years prior. Their educational documents and diagnosis are a long list of limitations. Brittani Duffield took a chance with them this year and said “why not?” instead of “they can’t” and they are working on 9th grade algebra equations. Now are getting the meat and the potatoes and the beans and the gravy that maybe some of our other students do? No but they are getting the main dish and their confidence, attitude, and excitement for learning has increased. They are most definitely achieving and growing beyond what their IQ may say.

Picture “THAT STUDENT” “Innovation starts not by providing answers but by asking questions.” (pg.38) Innovative Questioning Ping-Pong: DO WE ‘COMPETE’ TO MAKE THIS YEAR BETTER FOR THAT STUDENT THEN IT WAS FOR HIM/HER LAST YEAR? 30 seconds for partner A to share about their ‘that student’ this year 30 seconds for partner B “ Now we are going to do an activity I’m coining as Innovative Questioning. For 60 seconds you and your partner are going to ping pong probing questions back and forth about each other's cases. The goal is not to provide answers but to provide probing questions that may lead the other to think differently or approach the student differently then they had before. By starting with what we don’t know we may get to what we should do. #wearetuskyvalley

Grit & Resiliency: Resiliency is the ability to come back after a defeat or unsuccessful attempt. Grit is resolve or strength of character. These two characteristics need to be continuously developed both in students and in teachers. (pg. 37) #wearetuskyvalley This week as you continue to develop your global social media profile challenge yourself to ‘tweet’ out not just activities and academics but examples of Grit, Resilience, We have made you a key ring with the 8 characteristics of the innovative mindset. Hang this close to where you keep your phone as a reminder to try to pick out a student exemplifying one of these 8 characteristics. Our students are more than just numbers on paper or a grade in the PB. Let's continue to show them how we honor their interpersonal skills such as Grit, Resiliency, empathy, risk taking, problem solving, observant, networking, reflective, and creative.

Feedback & Reflection #wearetuskyvalley Challenge: George notes that often we survey students interests at the start of the year and then ask them for feedback at the end of the year. This does nothing to help the student in your class during the year. Challenge: Create a feedback Google survey that will empower your students to share back with you ways you may improve your instruction and delivery for them this year. Some sample questions to get you started: Are you more curious now about ___________then when you first entered by classroom? Do you enjoy being a learner in this room? What makes learning fun in here? What making learning hard for you in here? Do I connect learning to the real world? Do you understand how you will use this in a job one day? If you could change one thing about my teaching what would it be? Do you feel valued and that your voice is heard in our class? What is a problem you have noticed in our class that needs a solution? How could I use you more in class to help others in their learning? When it comes to social media or technology what is something you’d like to learn to do or create? #wearetuskyvalley

The Innovator’s Mantra: DO WE TRULY HAVE A GROWTH MINDSET WHEN INSTRUCTING ALL OF OUR STUDENTS OR DO WE SUBCONSCIOUSLY PUT LIMITATIONS ON THEM BASED ON THEIR LABELS AND BACKGROUNDS? WOULD I WANT TO BE A LEARNER IN MY CLASSROOM? #wearetuskyvalley Underline what you strongly believe and currently practice. Circle where you think you could focus a little more attention