Teacher’LanguageandActions:’ TheMessages’WeSend ·...

Teacher Language and Actions: The Messages We Send Module 1: Fostering a Dynamic Mindset Facilitator Script and Notes

Slide 1 Teacher Language and Actions:The Messages We Send

Presented by Lori Taylor, Ph.D.Reading Recovery trainerUniversity of Maine

Module 1 – Fostering a Dynamic Mindset

Slide 2

Fostering a Dynamic Mindset

Teacher Language and Actions: The Messages We Send

Module 1

Facilitator Script: Teacher Language and Actions: The Messages We Send The emphasis of this professional development series is on the power of teacher language and actions, and the messages we provide for our students in what we say and do. There are four modules in the series. Module 1 provides a focus on Fostering a Dynamic Mindset.

Slide 3 Module 1: Key Understandings

• Teachers can engage learners and motivate active problem-solving by intentionally fostering a dynamic mindset.

Facilitator Script: Teachers can engage learners and motivate active problem solving by teaching with intention and by approaching teaching and learning through a dynamic mindset. In this module, you will have an opportunity to explore the notion of a dynamic mindset that can foster engagement and motivation for learners.

Slide 4 Dynamic Learning Mindset

• Teacher beliefs, attitudes and experiences influence what we attend to and what we bring to learning opportunities.

• Dynamic mindset views learning as change through problem-solving, thought and effort.

• Dynamic learning cultures foster active engagement, motivation for learning and independent problem-solving.

Facilitator Script: As teachers we each hold a theory of teaching and learning, and what we do in our teaching is based on that theory. We might call it, as Carol Dweck helps us think about, as our mindset. Whether or not we are aware of it, the beliefs, attitudes and experiences we bring to an education setting influence what we attend to in our teaching, how we organize for teaching and learning, and how we interact with learners. A teacher’s implicit theory informs long-‐term planning, day-‐to-‐day decisions, and moment-‐by-‐moment instructional decisions.

©2016 Reading Recovery Council of North America Module 1: Fostering a Dynamic Mindset -‐-‐ 2

In Opening Minds, Peter Johnston built on Carol Dweck’s (Mindset) work, and invited us to think about establishing a dynamic learning frame of mind for students, where they see themselves as problem-‐solvers, thinkers, capable workers vs. a fixed mindset in which capabilities are pre-‐determined…you can or you can’t. He suggests, and we know from experience, that teachers can create a sense of agency or ability for learning, by intentionally building dynamic learning environments where engagement, motivation and independent problem solving are fostered.

Slide 5 Engagement

• Attention• Interest• Opportunity

“Learning occurs when individuals are actively engaged in self-directed problem-solving.” (Lyons, p. 26)

Facilitator Script: In order to learn, one must attend to new information. We attend to what interests us. Thus, in order for our students to be actively engaged in learning, we as teachers must provide opportunities that will spark interest in attending to what it is we know they need to learn. Carol Lyons (Teaching Struggling Readers) provides detailed information about the importance of attention and engagement in regard to the structures of the brain, for learning, and maintains that “learning occurs when individuals are actively engaged in self-‐directed problem-‐solving” (p. 26).

Slide 6 Engagement: Example 1

How does the teacher foster active engagement in the reading?

Facilitator Notes – Stop and Discuss Ways the teacher fostered active engagement in the reading:

• The teacher used questioning and conversation to help the student attend to the meaning in the story.

• The teacher in this example used multiple questions to engage the student in discussing events in the story.

Elicit from the group other examples of ways a teacher might foster active engagement. (For example, the teacher might ask the child to take the role of one of the story characters in responding to a scenario; the child could be prompted to write about the feelings of one of the characters, etc.)



Facilitator Notes – Stop and Discuss What are some of the ways the teacher fostered active engagement in the writing about reading? What are other ways to encourage active engagement with a small group?



• The teacher used specific language from the text (“gold coins”) in conversation about the story.

• She also engaged the student in thinking about the story she would read by talking about what she noticed in the pictures and responding to predicted events.

What are other ways to encourage active engagement in reading?



• Each student has a white board for independent practice.

• She provides opportunity for guided practice at the board.

• She also called for the student to ”check it” and confirm that she was right.

What are other ways to encourage active engagement in reading and writing?


Slide 10 Motivation

• Self-generated

• Attachment• Ownership• Challenge

Lyons (2003)

Facilitator Script: Motivation is a process inextricably linked with attention. Lyons defines motivation as “self-‐generated” and something that is “happening within a learner.” (p. 77). Teachers can set up circumstances that promote internal motivation by ensuring three conditions, according to Lyons: attachment, autonomy, and challenge. Learners must feel secure in attachment to others in the learning environment, have a sense of ownership in the learning, and face some level of complexity or challenge, with the opportunity for support and reinforcement.

Slide 11 Motivation: Example 1

Discuss evidence of attachment, ownership and challenge.

Facilitator Notes – Stop and Discuss Evidence of

• Attachment: co-‐construction of meaning; joy in the shared task of understanding the story.

• Ownership: The text is in the child’s space, control. While the teacher supports the task belongs to the child.

• Challenge: The teacher stays out of the way as the child solves the reading.

Slide 12 Motivation: Example 2

Facilitator Notes – Stop and Discuss Evidence of

• Attachment: co-‐construction of meaning; joy in the shared task of understanding the story.

• Ownership: the text is in the child’s space, control. While the teacher supports the task belongs to the child.

• Challenge: calls upon a student by name to participate in the discussion.

Discuss other ways to increase motivation for learning when working with a small group.


Slide 13 Independent Problem-Solving

“Challenging experiences stimulate thought, provide opportunities for children to generate and explore possibilities, and promote inquiry.”

Lyons, p. 184

Facilitator Script: Listen to this paragraph from Carol Lyons’ (p. 184) text Teaching Struggling Readers: How to Use Brain-‐based Research to Maximize Learning: “Challenging experiences stimulate thought, provide opportunities for children to generate and explore possibilities, and promote inquiry. When students are challenged they are also more likely to make errors. Mistakes or errors are to be valued and perceived as opportunities to stretch children’s thinking, not something to be avoided. It is through partially correct responses that teachers know what children can do independently. Using what is partially known enables teachers to demonstrate how to help children successfully resolve conflicts and complete their processing.”

Slide 14 Independent Problem-Solving: Example 1

What opportunities are provided for independent problem-solving?

Facilitator Notes – Stop and Discuss Opportunities for independent problem solving:

• self-‐monitoring • rereading • multiple attempts • engaged teacher in her thinking • celebration upon solving


Facilitator Notes – Stop and Discuss Opportunities for independent problem solving:

• teacher held back (remained quiet) • praise (“That sounds good.” “….looking carefully and

fixing things.”) • responding as a listener • confirming independent problem solving (”You can

just check yourself.”)



Facilitator Notes – Stop and Discuss Opportunities for independent problem solving: List opportunities provided in this example and discuss other opportunities that could be provided.


Facilitator Notes – Stop and Discuss List opportunities for independent problem solving provided in this example and discuss other opportunities that could be provided.

Slide 18 Application to Practice

Discuss ways in which a dynamic learning mindset can promote engagement, motivation and independent problem-solving.

• What is confirmed for you, in your own practice?• What might you think more about?

Facilitator Notes Discuss as a whole group, in small groups or partners, or invite individuals to complete a quick-‐write to consider ways in which a dynamic learning mindset can promote engagement, motivation and independent problem solving.

Slide 19 Read More…

• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballentine. • Johnston, P. H. (2012). Opening minds: Using language to

change lives. Portland, ME: Stenhouse. • Lyons, C. A. (2003). Teaching struggling readers: How to

use brain-based research to maximize learning. Portsmouth, NH: Heinemann.

Slide 20

Copyright © 2016 Reading Recovery Council of North America

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