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Troy Patterson

10 Things I Wish I Knew My First Year Of Teaching - 1 views

  • 1. Prioritize—and then prioritize again.
  • 2. It’s not your classroom.
  • 3. Students won’t always remember the content, but many will never forget how you made them feel.
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  • 4. Get cozy with the school custodians, secretary, librarian.
  • 5. Longer hours isn’t sustainable.
  • 6. Student behavior is a product.
  • 7. Don’t get sucked into doing too much outside of your class.
  • 8. Help other teachers.
  • 9. Reaching students emotionally matters. A lot.
  • 10. Literacy is everything for academic performance.
Troy Patterson

Curiosity Is a Unique Marker of Academic Success - The Atlantic - 0 views

  • Yet in actual schools, curiosity is drastically underappreciated.
  • The power of curiosity to contribute not only to high achievement, but also to a fulfilling existence, cannot be emphasized enough.
  • When Orville Wright, of the Wright brothers fame, was told by a friend that he and his brother would always be an example of how far someone can go in life with no special advantages, he emphatically responded, “to say we had no special advantages … the greatest thing in our favor was growing up in a family where there was always much encouragement to intellectual curiosity.”
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  • They initiated their study in 1979, and have been assessing the participants based on a wide range of variables (e.g., school performance, IQ, leadership, happiness) across multiple contexts (laboratory and home) since.
  • Cognitive giftedness matters.
  • While intellectually gifted children were not different than the comparison group with respect to their temperament, behavioral, social, or emotional functioning, they did differ in regards to their advanced sensory and motor functioning starting at age 1.5, their ability to understand the meaning of words starting at age 1, and their ability to both understand and communicate information thereafter.
  • Parents of intellectually gifted children reported similar observations and were more likely than those of average children to say that their kids actively elicited stimulation by, for example, requesting intellectual extracurricular activities.
  • The researchers also measured what they described as academic intrinsic motivation and identified the top 19 percent of the 111 adolescent participants as “motivationally gifted,” displaying extreme enjoyment of school and of learning of challenging, difficult, and novel tasks and an orientation toward mastery, curiosity, and persistence.
  • Interestingly, they found very little correspondence between intellectual giftedness and motivational giftedness.
  • Students with gifted curiosity outperformed their peers on a wide range of educational outcomes, including math and reading, SAT scores, and college attainment. According to ratings from teachers, the motivationally gifted students worked harder and learned more.
  • suggest that gifted curiosity is a distinct characteristic that contributes uniquely to academic success.
  • “Motivation should not be considered simply a catalyst for the development of other forms of giftedness, but should be nurtured in its own right,”
  • All in all, the Fullerton study is proof that giftedness is not something an individual is either born with or without—giftedness is clearly a developmental process.
  • “giftedness is not a chance event … giftedness will blossom when children’s cognitive ability, motivation and enriched environments coexist and meld together to foster its growth.”
Troy Patterson

Diagnostic Teaching: Pinpointing Why Your Students Struggle - 2 views

  • 1. Fundamental curricular & unit design
  • 2. Complete all missing or incomplete assignments
  • 3. Differentiate assessments on non-mastered standards
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  • 4. Isolate and prioritize standards for mastery
  • 5. Choose new materials/resources that feature more transparent illustration of standard
  • 6. Daily use of student exit chart
  • 7. Student goal-setting & progress monitoring
  • 8. Beyond-the-classroom support systems
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