M6 Activities
M6: Attributions for Failures and Successes
- Alignments: 1e, 3i, 5b
- Description: Reflection. This activity aims to help students recognize and reflect on the reasons behind their recent successes and failures, providing insights into how their perceptions shape their motivation and strategies for future challenges.
- M6 Attributions for Failures and Successes
M6: Growth Mindset Chart
- Alignments: 1e, 2g, 3i, 5d
- Description: Synchronous or asynchronous class discussion. This activity aims to foster self-awareness, resilience, and a positive approach to educational challenges by helping students identify and reflect on personal experiences and potential future scenarios where they can apply a growth mindset.
- M6 Growth Mindset Chart
M6: Growth Mindset Tallies
- Alignments: 2g, 3i
- Description: Synchronous or asynchronous class discussion. This activity aims to increase awareness of the frequency of negative and growth mindset remarks in various settings, helping students become more familiar with and effectively use growth mindset language.
- M6 Growth Mindset Tallies
M6: KWL Discussion
- Alignments: 1e, 2g, 3i
- Description: Asynchronous discussion or reflection. Students will critically engage with course material by tracking preconceptions, new learnings, and questions.
M6: Practice Praising Effort
- Alignments: 1e, 2g, 2n, 3i
- Description: Synchronous or asynchronous class discussion.
- M6 Practice Praising Effort
Knowledge. The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
Knowledge. The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.
Performance. The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
Knowledge. The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
Performance. The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.
Disposition. The teacher makes learners feel valued and helps them learn to value each other.
