Here is an image of the same infographic that can be shared on Pinterest.
Dr. Warren has a blogger blog entitled Learning Specialist Materials Blogspot. Here you can access her articles.
Here is an image of the same infographic that can be shared on Pinterest.
How can we nurture resilient, active learners that embrace challenging academic material and become successful lifelong learners? Carol Dweck suggests that what we need to do is help students shed a fixed mindset and adopt a growth mindset. What’s more, Dweck contends that developing a growth mindset will also result in less stress and a more productive and fulfilling life.
What is a Fixed and Growth Mindset?
In a fixed mindset, students believe that their abilities are dependent on fixed traits that can not be changed such as intellect or talent. Individuals that think this way, often cultivate a self-defeating identity, feel powerless, and many struggle with a sense of learned helplessness. In contrast, students with a growth mindset accept that abilities and aptitude can be developed with persistence and effort. As a result, these individuals are not intimidate by failure, because they realize that mistakes are a part of the learning process. They continue working hard despite any difficulties or setbacks.
So What Can Teachers do to Nurture a Growth Mindset in the Classroom?
Many people think that mental math is too difficult for elementary learners, but, in fact, youngsters have wonderful imaginations and capacities to visualize that can be utilized while doing mathematical calculations. In addition, it teaches them how to use their brains in an efficient, mindful and active manner. What’s more it develops working memory, executive functioning skills and attention abilities that can serve them for the rest of their lives.
How Can Mental Math Utilize and Develop Working Memory, Executive Functioning and Attention?
Working memory is the key mental process that enables one to hold, manipulate, organize and process both new and stored visual and auditory information. When employing working memory, students also develop their executive functioning skills as well as their attention so that they can retrieve, integrate, and process the problem at hand.
Teaching Children the Power of Visualization Makes Mental Math Fun and Memorable
Another important component of an efficient and robust working memory is the capacity to visualize what one is learning. Creating mental imagery that can be adjusted like an internal movie can make learning both fun and memorable. If you are interested in helping students to develop this capacity, you can play activities and games that will help young learners to develop this skill. To learn about why and how you can teach this, CLICK HERE.
What Types of Mental Math Can You Teach Children?
What is at the Heart of the Orton-Gillingham Approach?
I created the following infographic to help provide an overview of the process:
Limitations to using Orton-Gillingham Based Programs:
Although the programs available on the market today offer a well-sequenced, comprehensive, cookie cutter methodology of teaching reading and spelling, I find that the process can be long and arduous for some students. Many learners don’t like completing workbooks and reading long lists of words. As a result, I suggest finding a professional that knows the Orton-Gillingham approach well and has the confidence and mastery to tailor individualized lessons for each student. In addition, I suggest using tools that strengthen the core cognitive skills required to read and spell as well as implementing games and fun activities that make the learning process motivating and fun. If you would like to see some of these products, Click Here.
If you have any thoughts or anecdotes about the Orton-Gillingham Approach, please share them below this post.
Here is a pinnable image:
I find that a lot of parents decide to hide the fact that their child has a learning disability. They want to protect them from negative associations with the label. Most of all, they don’t want their child to feel disabled or experience any bullying from his or her peers. Although there might be some short-lived uncertainties and uneasiness associated with learning about one’s diagnosis, the research shows that has lasting beneficial outcomes.
How Can Learning about One’s Learning Disability Diagnosis Help?
Learning about one’s diagnosis can help in a number of ways. Whether the child is in elementary school or even approaching college, learning about one’s learning disability:
How Do I Disclose a Learning Disability Diagnosis to my Child?
1) Prepare Your Discussion
2) Conversation Suggestions:
Did you know that visualization can be the key to unlocking memory abilities, attentional skills and enjoyment for learning? Surprisingly, the use of mental imagery for learning is not a new
Everyone makes Oopsy Doodles and that’s one of the wonderful things that make us all human beings. Parents make Oopsy Doodles. Teachers make Oopsy Doodles. Even our president makes Oopsy Doodles; and you make Oopsy Doodles too. So the next time someone tells you that you have made a mistake or an error, that you are incorrect or they call you careless, tell them about Oopsy Doodles. Tell them that you and many others are changing the world. That you are helping to erase negative labels and replacing them with the beauty of Oopsy Doodles. Help them to see how positive Oopsy Doodles can be.
The reason why I created this post and I encourage you to spread the word about Oopsy Doodles is because so many students are traumatized by negative labels and wording in education. Students are continually told what is wrong with their work, but rarely told what is right. Many are afraid to participate in their classes, because they don’t want to “look stupid.” They are disinclined to make mistakes and combat the impatient smirks, belittling snickers, and disgruntled rolling eyes. In addition, time and time again, students have shown me assignments that are covered in negative comments and large red “Xs.” A couple years ago, one student came to a session feeling so dejected, it took me an hour to rebuild his confidence. Even though he got an 87 on an assignment, the paper was filled with big red “Xs” and in giant letters across the page his teacher wrote, “LOTS OF CARLESS ERRORS!” This student had executive functioning as well as attentional weaknesses, and the last word that described him was careless. Still it took me an hour to pull him out of a deeply defeated and helpless mindset. It wasn’t until the end of the session that I pointed out to him that that everyone makes oopses. In fact, the teacher had misspelt careless. Another incident was a six grade student that was doing poorly in school. She had a teacher that made all the students in her class redo wrong answers on assignments and tests and categorize these mistakes as concepts errors (never understood the content) and detail errors (careless mistakes). She hated completing these assignments and because of them, she hated school. It wasn’t until I changed the wording that she could begin to follow through with the assignment. Instead of a content error we called them a “What?,” and we replaced detail errors with an “oops.”
An article by Harvard Business Review reported that the ideal praise to criticism ratio is six to one for the highest performing teams, and this study was done on adults! But is criticism even appropriate in education? Couldn’t we just change our focus to the positive and even praise those that help us to understand areas of confusion?
Over the years, I have learned to mindfully eradicate negative words. For example, I never say “no.” Instead, I declare, “That was close” or “Give it another try.” If you too can do this, it will change the energy of your classroom and will create a safe place for students to participate and learn. If you would like to learn more about shifting negative labels to words of encouragement come read my blogpost entitled Embracing Positive Learning Environments.