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Copyright 2010 Carol Tomlinson 1
Qikiqtani Teachers’ ConferenceIqaluit, Nunavut
February 24, 2010
Carol TomlinsonWilliam Clay Parrish, Jr. Professor
University of Virginia<[email protected]>
CommunityCommunity
• Teacher-Student Connections
• Safe Environment
• Shared Partnership
Curriculum
• Essential KUDs
• Engagement
• Teaching Up
Instruction
• Addressing R, I, LP
• Flexible Grouping
• Multiple Strategies
• Flexible Management
Assessment•Pre-assessment•On-going Assessment to Inform Instruction
•3-P Grading
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Copyright 2010 Carol Tomlinson 2
Learning Environment & DI• Respectful
• Responsive
• Flexible
• Planned
• Shared
• Reflective
Essential Characteristics
MINDSET CONNECTIONS COMMUNITY
Copyright 2010 Carol Tomlinson 3
•Success comes from beingsmart
• Genetics, environmentdetermine what we can do
•Some kids are smart—some aren’t
•Teachers can’t override students’ profiles
•Success comes from effort•With hard work, most students
can do most things•Teachers can override students’
profiles•A key role of the teacher is to set
high goals, provide high support,ensure student focus—to findthe thing that makes schoolwork for a student
Copyright 2010 Carol Tomlinson 4
Note key attributes of Captain Sullenberger’s thinking during the time he wasmaking decisions about the problemhe encountered and was acting onthose decisions.
What do you find to be the most compellingthing he has to say? Why does itstrike you as the most important?
How would you characterize him as a pilot basedon this interview segment?
What does any of this have to do with teaching?
Copyright 2010 Carol Tomlinson 5
Mindset
Who
Where
What
HowCoverage vs.Whatever it
Takes
Shapes Student Self-Perception
Builds or Erodes
Group Trust
I teach what I believe you
can learn
TALK ABOUT IT…
How does teacherMindset impact
who, where, what, &how we teach?
What are the implications
of mindset fordifferentiation??
New York Times | February 08, 2009 Op-Ed Contributor: Education Is All in Your Mind
By RICHARD E. NISBETT
Just telling students that their intelligence is under their own control improves their effort on school work and performance. In two separate studies, Mr. Aronson and others taught black and Hispanic junior high school students how the brain works, explaining that the students possessed the ability, if they worked hard, to make themselves smarter. This erased up to half of the difference between minority and white achievement levels.
Copyright 2010 Carol Tomlinson 6
BLUEBIRDS BUZZARDS WOMBATS
To Believe in You
Is all that I need
To make believing
More than making believe.
Sister Corita
Copyright 2010 Carol Tomlinson 7
THESE CHILDREN TAUGHT ME A VERY SIMPLE BUT OFTEN OVERLOOKED PRINCIPLE.
BELIEVE IN A CHILD’S POWER TO SUCCEEDAND THEY WILL SUCCEED
The Quotable Teacher. Edited by Randy Howe, The Lyon’s Press, p.70
Maggie Keyser – 1999 Disney “TEACHER OF THE YEAR’ from Lafayette Elementary School
Question:
In what ways do yourfaculty and school
support development of afluid teacher and student mindset?
In what way do your faculty & school encourage
development of afixed teacher and student mindset?
Copyright 2010 Carol Tomlinson 8
MINDSET CONNECTIONS COMMUNITY
How do teachers learn to care about students?
How do students know teachers care?
Copyright 2010 Carol Tomlinson 9
Connecting with Kids
Talk at the doorEarly interest assessmentsSmall group instructionDialogue journalsStudent conferencesOpen room daysAsk for student inputInvite examples, analogies,
experiencesSeek input on classUse Socratic or student-led
discussionsShare your own stories
ListenSeek varied perspectivesShare own interests,
questions, plansStart class with kid talkGo to student eventsWatch before & after
school, at lunchKeep student data cardsTake notes during classAttend extracurricular
activitiesBuild curriculum on student interests
Caring Teachers…
…can help disengaged, passive, confused, or discouraged
students become connected to school and to learning. By
making their commitments to students and subjects regularly
visible, some teacher emerge as stimulating personalities who
breathe life into learning. They get respect as role models or
mentors. Students develop lasting interests through teachers’
enthusiastic representations of subjects, or they develop
interest in subjects because teacher show enthusiasm for the
students. A few become actual apprentices. Positive
relationships with their instructors can motivate students when
other incentives fail. Personalization should not be confused
with social work; it is directly linked to the
promotion of academic learning.
Lessons from Privilege by Arthur G. Powell
Copyright 2010 Carol Tomlinson 10
Teachers discover that they need to develop and maintain personal relationships with the students they teach -- because for most students, meaningful interaction with a teacher is a precursor to academic learning.
Huberman, 1983 in
The New Meaning of Educational Change
(3rd Edition) by Michael Fullan
2001, New York: The Teachers College Press, p. 33
• I’d like to be able to say that our job is just to get the kids to learn new things, think better, and be “smarter.”
• But in the bigger picture, learning is about what we at The Met call “the three R’s”--relationships, relevance, and rigor.
• You cannot have a relationship with or make things relevant for or expect rigor from a kid you don’t know.
The BIG Picture by Dennis Littky, ASCD, p. 39
Teacher-Student Connectionsallow us to access what matters about learners
Copyright 2010 Carol Tomlinson 11
Teacher-Student Connections Bridge the Risk of Learning
1. Share a time when “connections” in school made
a positive difference to you or someone you care
about.
2. Share a time when as an educator you missed
the opportunity to connect” and regretted it.
3. Explain or show how you think “connections”
in school works and how it leads to community.
4. Provide a specific list of ways in which teachers
can make connections and build community.
THINK-PAIR-SHARE
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MINDSET CONNECTIONS COMMUNITY
Because my teacher treats me with respect,I feel a sense of dignity in this place.
Because my teacher treats every one of us with respect,We are respectful of one another.
Because my teacher sees our possibilities,I am beginning to see them too.
Because my teacher says sweat makes winners,We’re learning to sweat.
Because my teacher works hard for me,I want to work hard for her.
Because my teacher won’t settle for less than our best,We aim high more often.
Because my teacher says we are responsible for one another,We help one another succeed.
Because my teacher helps us see ourselves through her eyes,We see hope in ourselves.
Because my teacher is a great coach,We are a great team.
How We Came to Be…Us
Copyright 2010 Carol Tomlinson 13
Listening
Responding
WorkingProblem Solving
Celebrating
How Community Evolves over Time
Building Community
Copyright 2010 Carol Tomlinson 14
Building Community
•Establishes the framework for a responsive classroomEach student’s need for a “next step”Responsibility for own growth“We’ve got your back” mentalityCompetition against self (vs. others)Fair as each student getting what he/she needs to succeedWorking like colleagues
•Begins with teacher mindset•Extends to student belief in one another•Supports the belief that we win or lose
together•Ensures security/safety necessary for
academic growth•Enables students to work as a team•Provides the teacher with “teammates” too
Copyright 2010 Carol Tomlinson 15
Movie Time
In this High School Class:
What is the teacher’s mindset? Why do you say so?
To what degree do you think this teacher connects with her students? On what evidence do you base your conclusion?
How do you think mindset and decisions about connectionsInteract?
What role do you believe connecting with students plays in this classroom? What’s your evidence for your conclusion?
What do you think would change in this class if your answer were the opposite of what you said? Why do you think so?
Assessment Strategies For Self-Directed Learning by Arthur L. Costa & Bena Kallick
Experts in Assessment Series • Corwin Press, Thousand Oaks, Calif., p.169
To care for
another person,
in the
most significant sense,
is to help him grow
and
actualize himself.
Copyright 2010 Carol Tomlinson 16
“Come to the edge,” he said.
“We are afraid,” they replied.
“Come to the edge,” he said.
AND THEY DID,
And he pushed them,
And they flewApolonaire
A friendis someone who loves you
as you are,and pays you the
compliment of expecting more.
~Sister Corita