EMPOWERING THE LEARNER
Jenifer Born
District Peer Mentor Teacher
DESIRED OUTCOMES
Develop understanding of brain research as it
relates to learning
 Investigate proper use of feedback
 Explore ideas for involving students
 Explore practices in which students monitor their
own learning

AGREEMENTS
Everyone participates; no one dominates
 Stay focused and take responsibility for your
learning
 Be positive
 Use technology respectfully

RATIONALE
The new appraisal system focuses strongly on a
student-centered, student-led classroom.
Research supports this type of classroom learning
environment because it empowers students and
positively impacts student achievement.
TRENDS OF DISTINGUISHED EVIDENCE
Dimension 2:
Learning
Environment
Student-centered learning, student to
student interaction, student
leadership, student metacognition.
Every student is challenged,
accommodated, respected. Proactive
classroom management. Students
actively engaged in classroom and in
use of technology.
TRENDS OF DISTINGUISHED EVIDENCE
Dimension 3:
Instructional
Delivery and
Facilitation
Rich engagement with a variety of
checks for understanding. Higher
order thinking with student-led
discussion and choice. Extensive
strategies with innovative materials.
TRENDS OF DISTINGUISHED EVIDENCE
Dimension 4:
Assessment
Consciously plans and uses a
multitude of data to progress
monitor. Students contribute,
analyze and make changes to
their learning paths. Content,
process, and product
differentiated efficiently.
TRENDS OF DISTINGUISHED EVIDENCE
Dimension 6:
Relationship
with Students
Proactively seeks out a
multitude of methods to build
positive, genuine relationships
with ALL students.
FRAMEWORK FOR LEARNING


Teach your students about the brain and
learning
Teach your students about a growth mindset for
learning
PRISCILLA VAIL, AUTHOR OF EMOTION:
THE ON/OFF SWITCH FOR LEARNING
“Faced with frustration, despair, worry, sadness, or
shame, kids lose access to their own memory,
reasoning, and the capacity to make connections.”
VAIL FURTHER STATES…
“The emotional brain, the limbic system, has the
power to open or close access to learning, memory,
and the ability to make novel connections.”
GROWTH MINDSET
Dweck (2006) states, “One way to create a growth
mindset culture for learning is by providing the
right kinds of praise and encouragement.”
http://www.mindsetworks.com/professionaldevelopment-and-tools/
INVOLVEMENT
Shifting from a teacher-led classroom to a studentcentered classroom requires a significant change in
thinking.
IN MY CLASSROOM…
How might you give students a more significant
role in your classroom?
Think/Pair…
Use Bounce cards as sentence stems for responses.
BOUNCE CARD
Bounce:
Take what your classmate(s) said and bounce an
idea off of it. For example, you can start your
sentences with…
“That reminds me of…”
“I agree, because…”
“True. Another example is when…”
“That’s a great point…”
SUM IT UP
Sum it up:
Rephrase what was just said in a shorter version.
For example, you can start your sentences with…
“I hear you saying that…”
“So, if I understand you correctly…”
“I like how you said…”
INQUIRE
Inquire:
Understand what your classmates mean by asking
them questions. For example, you can start your
questions with…
“Can you tell me more about that?”
“I’m not sure I understand...”
“I see your point, but what about….?”
“Have you thought about…?”
PONDER THIS…


People always say, “There is no such thing as
constructive criticism.”
My question: Is there “constructive” feedback?
DEBATE TEAM CAROUSEL:
IS THERE “CONSTRUCTIVE” FEEDBACK?
1. Give your opinion and explain 2. Add a supporting argument.
your rationale. Record your opinion Read your classmate’s response. In
and explain your reason for it.
this box, add another reason that
would support your classmate’s
response.
3. Add an opposing argument. In
this box, record a reason that might
be used to argue against what is
written in boxes #1 and #2.
4. Add your “two cents.” Read
what is written in the three boxes .
Add your opinion and your reason for
it in this box.
SUGGESTED PRACTICES FOR HIGH
QUALITY FEEDBACK
Note:
Giving feedback to students lets the students
know that you know them well and that you
care about their effort and their progress.


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Connect to clear learning targets that teachers
have shared with students.
Begin with the strengths in the student work
under discussion.
Discuss questions or concerns about the work.
SUGGESTED PRACTICES FOR HIGH
QUALITY FEEDBACK, CONTINUED



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Provide direction on how to address these
questions and concerns.
Be individualized to each student.
Be delivered in student-accessible language and
forms.
Arrive when learners can still use it.
ANOTHER TYPE OF FEEDBACK TO
CONSIDER
Giving feedback about effort
helps students to better
understand that perseverance
and persistence pays off.
READ AND DO
Read the article, “Keeping the Destination in
Mind.”
 Find three key points
 Rank the three key points
 Summarize the top ranked point
 Share with a partner
 Be prepared to share

CREATING THE OPPORTUNITY TO LEARN
Boykin and Noguera (2012) stated,
“Evidence has mounted that learners’ goals can
significantly affect academic functioning in ways
that can address the achievement gap.”
DATA NOTEBOOKS
Use of Data Notebooks is recommended strategy
for improved student performance and supported
by Baldrige.
 http://www.montgomeryschoolsmd.org/info/baldri
ge/staff/addresources.shtm
 http://www.pendercountyschools.net/cms/One.asp
x?portalId=3727476&pageId=11081042
STUDENT-LED CONFERENCING
There are many forms available online that you
might consider when planning for student-led
conferencing.
Share video
 Discuss

THANK YOU FOR YOUR
PARTICIPATION!