Note to teachers: anything in italics should be read aloud to students

Being Flexible and Shifting Expectations Today we’re going to talk about being flexible and shifting expectations. About this Lesson Executive Function: Executive function (EF) is a broad term used to describe the complex cognitive processes that are the foundation for goal-directed behaviors. These processes include: organizing, prioritizing, shifting flexibly (cognitive flexibility), accessing working memory, and self-monitoring. Cognitive Flexibility: Cognitive flexibility is the ability to think flexibly and to shift mindsets and approaches flexibly. This process is crucial to students’ ability to learn new concepts. Cognitive flexibility allows students to combine ideas and concepts creatively and to integrate major themes with details. How to Teach Cognitive Flexibility: Teachers who integrate cognitive flexibility into their classrooms help students to see the value in using different approaches when solving problems. As children enter school, cognitive flexibility plays an increasingly important role as they learn new concepts. Students’ ability to learn and integrate new concepts is linked to their willingness to abandon previously successful methods in favor of alternative methods when this is necessary. Teachers can promote flexible thinking in students by: Encouraging growth mindsets and prevent fixed mindsets. Encouraging the use of metacognitive strategies. Presenting multiple solutions to a problem. More detailed information is available in the 3.1 Lesson Overview. Lesson 3.1

Being Flexible and Shifting Expectations Objectives Define cognitive flexibility Understand how to shift between multiple perspectives Lesson 3.1

Being Flexible and Shifting Expectations Agenda Complete Metacognitive Activator Review definition of cognitive flexibility Complete “Diagnostic Lizard” activity Practice Shifting and Reading Complete Metacognitive Wrap-Up Reflect about strategies that work! Explain to students what you will cover. Today, we’re going to start with an activity called “shifty words”. Then we’ll review the concept of cognitive flexibility , which we discussing in unit 1. We will then apply the concept of cognitive flexibility to a reading passage. Then we’ll do some independent reading – again thinking about how we can apply the concept of thinking flexibly to what we read. Lesson 3.1

Being Flexible and Shifting Expectations “Shifty Words” Metacognitive Activator Find a classmate with the same “shifty” word or sentence card. Together, come up with at least 2 different meanings for your word or sentence. Draw a picture of the 2 different meanings. 1) Distribute “Shifty Word” cards (one to each student). 2) Students should find the other student who has the same “Shifty Word” sentence. 3) Ask student pairs to sit together and come up with at least two potential meanings for the words on their card. Ask students to draw a picture of the two different meanings (alternatively, you could ask students just to describe how they would draw the meanings). 4) Call on a few students to share their drawings. Lesson 3.1

Being Flexible and Shifting Expectations Cognitive Flexibility Solving problems Thinking critically Connecting ideas Synthesizing information Bending Twisting Thinking about things differently Changing approaches when needed Ask students to recall the definition of cognitive flexibility from Lesson 1.2. What does cognitive flexibility mean? What are some examples of cognitive flexibility? Why is cognitive flexibility important for school? Lesson 3.1

Being Flexible and Shifting Expectations A cat chases a lizard. The cat was big. The cat was fat. His fur was thick. The lizard was a chameleon. A chameleon can change color. The color will be whatever the lizard touches. The lizard ran. It ran from place to place. It ran so fast. The colors even became confused. It was green. It should have been brown. It was red. It should have been grey. It was polka-dotted. It should have been striped. The lizard ran under the steps. It was safe. It would rest in the shade. The cat was frustrated. He yawned. He stretched. He curled up. He would sleep in the sun. This game would continue. It would continue the next time the cat saw the lizard.  Distribute the Diagnostic Lizard handout (one for each student). Ask students to look only at page 1 (if you did double-sided copying, ask that they remain on the first side of the handout). One way we shift our thinking is through the expectations we set and the ways in which we look at specific text (e.g., spelling, tone, purpose). Ask students to read the Diagnostic Lizard passage. Lesson 3.1

Being Flexible and Shifting Expectations “Diagnostic Lizard” Activity Positives Negatives Based on the passage ask students to record five positives (features of the paragraphs they think are good) and five negatives (features of the paragraph they think needs work). Draw a t-chart on the board or use the slide to record students’ responses. In some cases, students might present a positive that could also be considered a negative or vice versa. If so, ask students to explain their responses and to shift perspectives. See completed version in the appendix for use or for guidance. Lesson 3.1

Being Flexible and Shifting Expectations “Shifting Positives/Negatives” What if this was written by a 2nd grader? Positives Negatives 1) Ask students to flip to the 2nd page of the “Diagnostic Lizard” handout. 2) Tell students that a 2nd grader wrote the Diagnostic Lizard. 3) Ask students to revise the positives/negatives handout considering that a 2nd grader wrote it. How did their positives/negatives shift? Why did they shift? How did their expectations change? Why is this important to consider when we are reading/peer editing papers? See completed version for use or for guidance in the appendix. Lesson 3.1

Being Flexible and Shifting Expectations Metacognitive Wrap-Up Read paragraph. Silently generate a list of positives and negatives. Distribute the student writing paragraphs without any explanation. Half of the students should receive the paragraph that indicates a 5th grader wrote this paragraph and the other half should receive the paragraph that indicates a college student wrote this paragraph. Ask students to silently and independently generate and record a list of positives and negatives: Please read the paragraph to yourself and SILENTLY generate a list of positives and negatives. 4) Ask students to share their responses. Students are often surprised by their peers’ responses. 5) Discuss why their responses vary. Lesson 3.1

Being Flexible and Shifting Expectations Metacognitive Wrap-Up How do different expectations lead to different analyses of the paragraph? Why is it important to set appropriate expectations for writing? Discuss how different expectations lead to different analyses of the same piece of writing. Brainstorm with your students why setting appropriate expectations that help them to flexibly approach and edit their writing. Lesson 3.1

Strategy Reflection Sheets Distribute strategy reflection sheets. Allow students 2-3 minutes for students to complete their reflections. If time permits, select 2 or 3 students to share their responses. Lesson 3.1

What strategy did you use? How did you use it? Strategy Reflection Strategy Share What strategy did you use? How did you use it? Was the strategy helpful? If so, how did you know it was helpful? After students have had an opportunity to apply the strategy to their school work or activities outside of school, distribute a new strategy reflection sheet (typically 2-3 days following direct instruction of the strategy). Allow students 5-10 minutes to complete their strategy reflection sheets and to attach them to the piece of work that demonstrates the application of the strategy. In some instances, students may not have the opportunity to apply the strategy they learned that week. Therefore, encourage them to reflect on a different strategy that they applied. After all students have completed strategy reflection sheets, select 2-3 students to share their strategies. During the strategy share, students should answer the questions on the slide. Lesson 3.1

Being Flexible and Shifting Expectations Appendix Lesson 3.1

Being Flexible and Shifting Expectations “Diagnostic Lizard” Activity Positives Negatives Good details Appropriate use of periods Organized Good use of adjectives Good use of verbs (e.g., yawned, stretched) Short sentences “Listy” Sentence fragments Ambiguous pronouns Not elaborate enough Example of a completed “Diagnostic Lizard” activity. Lesson 3.1

Being Flexible and Shifting Expectations “Shifting Positives/Negatives” What if this was written by a 2nd grader? Positives Negatives Good vocabulary Long sentences A lot of details Creative Nice elaboration Not complete sentences Example of a completed “Shifting Positives/Negatives” activity. **Note: Not all of the cons are filled-in because this passage would be considered well-written by a second grader. Lesson 3.1