Here is the link for my Draft Data Analysis & Conclusion:
Draft Data Analysis & Conclusion
Friday, May 31, 2013
Wednesday, May 29, 2013
Final ROL - Semester 1
Tuesday, May 21, 2013
Saturday, May 18, 2013
Growth Mindset
What is a growth mindset and why is it important?
Learn how to grow and succeed and apply that to other things
Avoid believing that he was special that he didn't need to work hard
Success is not determined by an ingrained level of ability
Growth mindset vs. fixed mindset: Leads to different behaviors and results
Growth mindset - fix grades over time; different perspective on intelligence
Build abilities
Can change our own abilities; bring our game to new levels
Receive information on what they could do better next time
FM = Fixed Mindset
GM = Growth Mindset
FM - see effort as a bad thing; when they hit a setback, they thing they are incapable to protect their ego
GM - see effort as a way to grow; they take setbacks as an opportunity to learn and grow
Wow, that was a really good score, you must have tried really hard - GM praise
Wow, that was a really good score, you must be smart - FM praise
We can change mindsets from FM to GM
Managers with FM don't welcome feedback in the work environment
To instill a GM in ourselves and others
1. Recognize that the GM is beneficial and supported by science
2. Learn and teach others how to develop our abilities
3. Listen for your FM voice, talk back with a GM voice; if hear that I can't do it, add "not yet"
Growth mindset is important because it helps us be life-long learners. It helps us learn and grow from our mistakes.
My Growth Mindset Story -
I have had many growth mindset opportunities in my life. The first one that comes to mind is going through basic training at the U.S. Air Force Academy. Basic training is 6 weeks of fun in the sun with lots of physical and mental training. I had never experienced anything like it and had many days that I didn't want to be there. However, I decided mentally that I was going to keep going. I'm very competitive and don't like failing. Telling myself that I can do it helped me make it through basic training.
Another time that I experienced a growth mindset opportunity is survival training in the Air Force. I had to survive for 10 days in the woods with minimal amounts of food. We had to evade captors and travel by night through the cold and wet weather. I once again developed a growth mindset and would not give up.
The third time I remember developing a growth mindset is when I was laid off from my civil engineering job. I was working as a civil engineer at a surveying and engineering firm. We did mostly residential developments and with the market crash and residential building drop-off in 2009, there wasn't must work for my company. Because of it, I ended up losing my job. Instead of sitting at home feeling sorry for myself, I decided that is was time for a new career. I went back to school to get my teaching license and now teach engineering to high school students.
From all three experiences, I learned that there is always an end to the situation, and if I stick my mind to it and stay positive, it can be a good ending. With basic training and survival training, the end result was my success in mental and physical capabilities that I never knew I had. With the change of careers, the end result is a job where I get to teach engineering to students and help them be successful. In any of the situations, I would not change anything. I accomplished my goal in all three situations. If similar situations were to arise, I might push myself a little more physically and mentally knowing now what I can do.
Learn how to grow and succeed and apply that to other things
Avoid believing that he was special that he didn't need to work hard
Success is not determined by an ingrained level of ability
Growth mindset vs. fixed mindset: Leads to different behaviors and results
Growth mindset - fix grades over time; different perspective on intelligence
Build abilities
Can change our own abilities; bring our game to new levels
Receive information on what they could do better next time
FM = Fixed Mindset
GM = Growth Mindset
FM - see effort as a bad thing; when they hit a setback, they thing they are incapable to protect their ego
GM - see effort as a way to grow; they take setbacks as an opportunity to learn and grow
Wow, that was a really good score, you must have tried really hard - GM praise
Wow, that was a really good score, you must be smart - FM praise
We can change mindsets from FM to GM
Managers with FM don't welcome feedback in the work environment
To instill a GM in ourselves and others
1. Recognize that the GM is beneficial and supported by science
2. Learn and teach others how to develop our abilities
3. Listen for your FM voice, talk back with a GM voice; if hear that I can't do it, add "not yet"
Growth mindset is important because it helps us be life-long learners. It helps us learn and grow from our mistakes.
My Growth Mindset Story -
I have had many growth mindset opportunities in my life. The first one that comes to mind is going through basic training at the U.S. Air Force Academy. Basic training is 6 weeks of fun in the sun with lots of physical and mental training. I had never experienced anything like it and had many days that I didn't want to be there. However, I decided mentally that I was going to keep going. I'm very competitive and don't like failing. Telling myself that I can do it helped me make it through basic training.
Another time that I experienced a growth mindset opportunity is survival training in the Air Force. I had to survive for 10 days in the woods with minimal amounts of food. We had to evade captors and travel by night through the cold and wet weather. I once again developed a growth mindset and would not give up.
The third time I remember developing a growth mindset is when I was laid off from my civil engineering job. I was working as a civil engineer at a surveying and engineering firm. We did mostly residential developments and with the market crash and residential building drop-off in 2009, there wasn't must work for my company. Because of it, I ended up losing my job. Instead of sitting at home feeling sorry for myself, I decided that is was time for a new career. I went back to school to get my teaching license and now teach engineering to high school students.
From all three experiences, I learned that there is always an end to the situation, and if I stick my mind to it and stay positive, it can be a good ending. With basic training and survival training, the end result was my success in mental and physical capabilities that I never knew I had. With the change of careers, the end result is a job where I get to teach engineering to students and help them be successful. In any of the situations, I would not change anything. I accomplished my goal in all three situations. If similar situations were to arise, I might push myself a little more physically and mentally knowing now what I can do.
Backward Design
What are the features, examples, and non-examples of Understanding by Design (UBD):
Not a philosophy or approach to teaching
It is a planning framework
More goal focused and effective
Being prepared to where you want to end up
Knowing where I want to end up
Focus on long term goals and embed in short term plans
Content and performance
Better engage learners
Prevents misalignment between short term plan and long term goals
Desired and actual results
Help kids gain proactive control of the situation and develop a long-term goal
Start with long term goal and then do assessing (not grading) and what occurs in the classroom
How would you define UBD in six words or less?
Thinking long-term and applying to short-term
What do you see as benefits and challenges to this system?
Difficult to think backwards
Sometimes it's hard to look big picture
Gives a clear picture/road map of where I need to go
Requires me to be effective in my teaching
Makes me question everything I teach; does it apply to the long-term goal
In what ways has small and large group discourse enhanced your understanding of UBD?
Helps me know where I need to go with my unit design
Only have 3 enduring understandings
Add actual standards in the content area
Essential questions lead to my enduring understanding
Enduring Understanding
Essential Questions
Skills/Knowledge
Scaffold my way up the above list
Enduring understanding transfers to different contents
What perplexing questions do you have about UBD?
How does this apply to each unit? Can I tie it all together?
Do I list all vocab for the unit?
What is my goal?
Increase student understanding of what civil engineers and architects do
What does it look like when my goal is achieved?
Students do well on end-of-year course assessment
Students are engaged in class
Students can answer questions and participate in activities and projects
What does it look like in my classroom as that goal is being achieved?
Students complete activities and projects
Students answer reflection questions
Students have discussions with each other providing good examples, comments, and feedback
Not a philosophy or approach to teaching
It is a planning framework
More goal focused and effective
Being prepared to where you want to end up
Knowing where I want to end up
Focus on long term goals and embed in short term plans
Content and performance
Better engage learners
Prevents misalignment between short term plan and long term goals
Desired and actual results
Help kids gain proactive control of the situation and develop a long-term goal
Start with long term goal and then do assessing (not grading) and what occurs in the classroom
How would you define UBD in six words or less?
Thinking long-term and applying to short-term
What do you see as benefits and challenges to this system?
Difficult to think backwards
Sometimes it's hard to look big picture
Gives a clear picture/road map of where I need to go
Requires me to be effective in my teaching
Makes me question everything I teach; does it apply to the long-term goal
In what ways has small and large group discourse enhanced your understanding of UBD?
Helps me know where I need to go with my unit design
Only have 3 enduring understandings
Add actual standards in the content area
Essential questions lead to my enduring understanding
Enduring Understanding
Essential Questions
Skills/Knowledge
Scaffold my way up the above list
Enduring understanding transfers to different contents
What perplexing questions do you have about UBD?
How does this apply to each unit? Can I tie it all together?
Do I list all vocab for the unit?
What is my goal?
Increase student understanding of what civil engineers and architects do
What does it look like when my goal is achieved?
Students do well on end-of-year course assessment
Students are engaged in class
Students can answer questions and participate in activities and projects
What does it look like in my classroom as that goal is being achieved?
Students complete activities and projects
Students answer reflection questions
Students have discussions with each other providing good examples, comments, and feedback
Data Analysis
What are the features of data analysis?
Reviewing the data while it is being collected and make sense about what I am observing. Researcher should remember that appropriate analysis will depend on the question being asked and different based on type of data collection tool. Search for patterns or trends in the data. Need to figure out what it means. Coding to break down data into manageable segments. General for action research. Two stages: description - review the data and and look at what you see; sense - put pieces together, put data together in groups, organizing data. Data interpretation and action research focus on implications and meanings from the analysis. Ask how the patterns of the data inform my thinking. Claims must be supported by data.
What are examples and non-examples of data analysis?
Examples: exit tickets, assignments & activities, warm-ups, wrap-ups, surveys, journals
Non-examples: not looking or using data collected, manipulating the data, only looking at certain student data, having an assumption and making the data support the assumption
What is your definition of data analysis in six words or less?
Examine, interpret, apply information supporting students
What is your plan for analyzing your raw data?
Coding data to find patterns; breaking it into chunks of information; make sense of the data
What challenges do you anticipate when analyzing your data?
Understand data; create patterns and make sense of the data; quantifying the data; I tend to jump to conclusions too quickly
What have you learned about data analysis from small and large group conversations?
How to take information and quantify it. Look for examples and non-examples in data
What are some of the questions that you have about data analysis?
How much data do I need to draw conclusions and support my claims?
How do I have a benchmark to compare my claims and data to?
Thursday, May 9, 2013
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