Growth Mindset Essay Example for Free

Growth Mindset Essay Asking Effective Questions Problem Solving Approach in mathematics classroom because it engages student in inquiry, prompting them to build on and improve their current knowledge as they â€Å"construct† explanations and help them solve tasks at hand. In a â€Å"Constructivist classroom† students are seen as the ones who are actively creating their own knowledge†. This is done through questioning to h I need respect, motivation, encouragement, determination, to have confidence in your students. 8 Tips for Effective Questioning 1. Anticipate Student Thinking (plan the possible questions to stimulate thinking and deepen student understanding 2. Link to Learning Goals 3. Pose open ended questions 0 help build students’ self-confidence, help them respond at their own stage of development and allow for differentiation Invitational stems that use plural forms and exploratory language invite reflection. Huinker and Freckman (2004, p. 256) suggest the following examples: As you think about Given what you know about In regard to the decisions you made From previous work with students When you think about..As you consider In what ways In your planning Take a minute. 4. Pose Questions that actually need to be answered 5. Incorporate verbs that elicit higher levels of Bloom’s Taxonomy Verbs such as connect, elaborate, evaluate and justify prompt students to communi- cate their thinking and understanding, to deepen their understanding and to extend their learning. Huinker and Freckman (2004, p. 256) provide a list of verbs that elicit specific cognitive processes to engage thinking: observe notice remember contrast interpret evaluate summarize visualize (â€Å"see†) differ distinguish decide identify compare predict explain conclude infer relate consider describe 6. Pose Questions that Open up conversations to include others. 7. Keep Questions Neutral 8. Provide Wait Time (use strategies such as turn and talk, think-pair-share and round robin to give students time to articulate and clarify their thinking Ms Hastings does use different Instructional Strategies. She builds strong relationships with her students, set high expectations for performance and has a good understanding of their needs to reach success in her classroom. Ms Hastings first has a strong belief in the â€Å"Growth Mindset† by setting high expectations and showing student they can learn as opposed to the belief of â€Å"either you are good at math or not†. Teacher shows students how they can succeed and achieve through â€Å"application and experience†. Their words and actions make it clear that the past does not dictate the future. If a teacher promotes the â€Å"growth mind-set†, they can focus students on â€Å"self-development, self-motivation and responsibility† and help them develop the mental determination to continue to improve. She clearly sets objectives and provides feedback to her students to help them progress. By reinforcing effort and providing recognition, students believe they can succeed. These strategies all provide students with the belief that they can positively affect their learning She also uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses team building exercises and forms a base group, in which they learn and work together for the semester. In reading the Capacity Building Monograph in â€Å"Asking Effective Questions in Mathematics† in showed how you can change Learning to becoming something you get for a short time to permananence and building a deeper understanding. In Ms. Hastings class, the 8 tips provided in this monograph are great strategies being used in Ms. Hastings class. One of the most important influences in student achievement is the relationship between teacher and students (Hattlie, 2009). By Ms. Hastings telling success stories this provides encouragement to her students. Ms. Hastings class is preparing her students with the skills of the â€Å"21st Century Learner†. She is doing this by helping her students set personal learning goals, self-assessment for understanding, therefore, making learning permanent, accessing tools and resources for enhancing their understanding and using their learning in rich meaningful tasks in real-world contexts. These students will learn problem-solving, critical thinking and using their prior knowledge and skills to apply them to new situations. Two challenges faced by adolescents is the belief they are not good at math, therefore, find it challenging and are less engaged in math class. The second challenge is to make math learning become permanent through student engagement. This means using Instructional Strategies to ensure students are engaged in their own learning and self-assessment. One of the challenges faced by adolescents is the belief they are â€Å"not good at math†. This may be imparted by their parents belief they were not good at mathematics and do not ask more from their children. There needs to be a shift from this belief from all adults involved. They must recognize and affirm the importance of mathematical literacy for all. In the Ministry’s Numeracy Report (2004), students need the â€Å"ability to deal with the  fundamental notions of number and change in order to make sense of mathematical information presented in everyday contexts† (Paulos, 1988, pg.). Mathematical literacy in important for both employment and post-secondary admissions. Therefore, as teachers, we need to take advantage of the abundant opportunities for fostering mathematical literacy across the curriculum. As with Ms. Hastings, has a strong belief in the â€Å"Growth Mindset† by setting high expectations and showing student they can learn as opposed to the belief of â€Å"either you are good at math or not†. Teacher shows students how they can succeed and achieve through â€Å"application and experience†. Their words and actions make it clear that the past does not dictate the future. If a teacher promotes the â€Å"growth mind-set†, they can focus students on â€Å"self-development, self-motivation and responsibility† and help them develop the mental determination to continue to improve. She clearly sets objectives and provides feedback to her students to help them progress. By reinforcing effort and providing recognition, students believe they can succeed. These strategies all provide students with the belief that they can positively affect their learning She also uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses teambuilding exercises and forms a base group, in which they learn and work together for the semester. The second challenge faced by adolescent if to ensure their learning has â€Å"permanence†. This is done through strong conceptual foundations in math and ample opportunities for students to demonstrate their knowledge. I also believe that as teachers we need to use effective instructional strategies to emphasize student ability to think, use problem-solving skills and build on prior knowledge. Ms. Hastings uses various strategies to promote thinking and learning in the classroom. She uses cooperative learning, uses effective questioning and graphic organizers. She uses team building exercises and forms a base group, in which they learn and work together for the semester. In reading the Capacity Building Monograph in â€Å"Asking Effective Questions in Mathematics† in showed how you can change Learning to becoming something you get for a short time to permanence and building a deeper understanding. In Ms. Hastings class, the 8 tips provided in this monograph are great strategies being used in Ms. Hastings class. One of the most important influences in student achievement is the relationship between teacher and students (Hattlie, 2009). By Ms. Hastings telling success stories this provides encouragement to her students. Ms. Hastings class is preparing her students with the skills of the â€Å"21st Century Learner†. She is doing this by helping her students set personal learning goals, self-assessment for understanding, therefore, making learning permanent, accessing tools and resources for enhancing their understanding and using their learning in rich meaningful tasks in real-world contexts. These students will learn problem-solving, critical thinking and using their prior knowledge and skills to apply them to new situations. To be able to prepare our students as 21st Century Learners, we need to increase our math competence through professional learning to be more effective. The Expert Panels Report on Student Success in Ontario Mathematical Literacy, Grades 7-12 (May 2004) looked at at-risk mathematical learners and came up with a number of themes: Effective teaching and learning begins with the needs to the adolescent learners and have a good understanding of their development stages Connect the learning in math to the lives of the students (having rich meaningful tasks that connect to real-life contexts) Ensuring they have a strong conceptual foundations to be able to apply their knowledge and continue their learning Instructional learning strategies empahisize problem solving and building and one’s own understandings To improve students’ performance, teachers need to link instruction more closely to assessment More professional learning opportunities for teachers to strengthen their competence in math Technology to support learning and have more accessibility to students who are struggling in math Also extra support for  Ã¢â‚¬Å"at risk† students to close the gap Strong leadership and strong planning to create an effective learning environment in which all the needs of the students are met and success is promoted. 2. Changing Climate – Transforming Classroom Culture Dan Myer Inquiry Based Learning Being interest in students thinking How my teachers see them in a sincere way and shed the idea of controlling the process Bring the student who are not strong in the foundations Gains in achievement – multimedia helped students who are identified at risk or LD Teach as we are taught, memorization, calculations, learning formulas, doing math and debrief M.J. Hobbs Senior P.S. –DI 7-8 Differentiated Instruction and problem solving by group readiness Individual Accountability in group work Create a positive work environment Group work looks like, sounds like anchor charts with clear understanding of expectations Participate in work that is engaging and challenging Centennial S.S. HPEDSB Differentiating Instruction Secondary Think-Pair-Share Mathematical Questions Justify using mathematical vocabulary Learning Centres give students choice, work collaboratively and related to hands on materials and manipulatives’ based on their strengths (observe the kids first to see how they are learning Use the entry point depending on their strengths and how they learn to work towards the curriculum expectations Use of different strategies and connect using different means to demonstrate their learning Data given for Problem Solving Exit cards to demonstrate learning in a differentiated environment to take responsibility on teaching the students how they learn DI planning for kids based on grouping on kids strengths and needs.

The Tragedy of Child Abuse in America :: Violence Against Children

Child abuse is the intentional infliction of physical, moral, and sexual pain and suffering on a child. It is performed mainly by parents who were maltreated as children themselves. There are many causes for child abuse. In some cases children are mistreated when parents or caretakers have maladaptive responses to stressful situations or feel powerless. Searching for relief, they may hit someone with even less power than they, and these are often children. Other times child abuse is the result of family problems over which the abuser has no control. Alcohol was said to be involved in fourteen percent of the cases of abuse and in eighteen and a half percent of the cases of neglect. â€Å"Religion, residence in the city or country, region of the country, and race are all related to violence in a home.† Approximately eighty percent of the child-abusers were themselves abused as children. A high percentage of abusing parents feel that they are legitimately exercising their parental right. The parents injure their offspring hoping that the child will change a manner or learn a lesson. They take the idea of discipline to a brutal degree. In some cases the parents are simply too young and/or immature to take good care of their children. There is a higher percentage rate of mistreatment in families with mixed religion marriages. Very often it is a recollection of small pressures that finally make a parent explode. It is most likely that the abuser is employed only part-time or is jobless. Retired men and women are the least likely to harm a child. Most of the abusers do not suffer any kind of psychiatric illness. Because children with disabilities create more stress, they are more likely to be abused. Physical violence is more common in poor families, families living under stress or parents who suffered cruelty as children. Types of abuse also vary. The broad picture includes only moral, physical and sexual abuse, while in the narrower picture each of these has its own sub-topics. The kind of abuse varies depending on the age of the victim. Infant and pre-school children are more likely to suffer fractures, burns and bruises. This is called the â€Å"Battered child syndrome† discovered by C. Henry Kempe. Although school aged or adolescent females are more likely to suffer from sexual molestation, there is a recently growing number of sexual abuse of pre-school and male victims. The Tragedy of Child Abuse in America :: Violence Against Children Child abuse is the intentional infliction of physical, moral, and sexual pain and suffering on a child. It is performed mainly by parents who were maltreated as children themselves. There are many causes for child abuse. In some cases children are mistreated when parents or caretakers have maladaptive responses to stressful situations or feel powerless. Searching for relief, they may hit someone with even less power than they, and these are often children. Other times child abuse is the result of family problems over which the abuser has no control. Alcohol was said to be involved in fourteen percent of the cases of abuse and in eighteen and a half percent of the cases of neglect. â€Å"Religion, residence in the city or country, region of the country, and race are all related to violence in a home.† Approximately eighty percent of the child-abusers were themselves abused as children. A high percentage of abusing parents feel that they are legitimately exercising their parental right. The parents injure their offspring hoping that the child will change a manner or learn a lesson. They take the idea of discipline to a brutal degree. In some cases the parents are simply too young and/or immature to take good care of their children. There is a higher percentage rate of mistreatment in families with mixed religion marriages. Very often it is a recollection of small pressures that finally make a parent explode. It is most likely that the abuser is employed only part-time or is jobless. Retired men and women are the least likely to harm a child. Most of the abusers do not suffer any kind of psychiatric illness. Because children with disabilities create more stress, they are more likely to be abused. Physical violence is more common in poor families, families living under stress or parents who suffered cruelty as children. Types of abuse also vary. The broad picture includes only moral, physical and sexual abuse, while in the narrower picture each of these has its own sub-topics. The kind of abuse varies depending on the age of the victim. Infant and pre-school children are more likely to suffer fractures, burns and bruises. This is called the â€Å"Battered child syndrome† discovered by C. Henry Kempe. Although school aged or adolescent females are more likely to suffer from sexual molestation, there is a recently growing number of sexual abuse of pre-school and male victims.

English Essay – Indian Camp

English Essay – Indian Camp The transition from child to adult can be a rough process. At times a radical experience has to occur for the change to happen. A meeting with the basic conditions of life, and with that the circle of life, can in many cases be a trigger for the transition from boy to man. In this short story the transition is linked to the dichotomy between civilisation and nature, civilisation dominating nature. In the short story â€Å"Indian Camp† by Ernest Hemingway, there is a case where a boy meets a natural environment.The result is that a feeling of superiority towards nature is created. The author of the text focuses on what impact seeing life and death can have on a child’s mind. The meeting with life and death is seen as a contributor to gaining adulthood. The author portrays a boy’s development as resulting from a strong experience. The short story is structured as a fairy tale with a home-out-home structure. With that is meant that he starts in a comfortable place and then goes on a journey and then returns. In the text the comfortable place is the boat and the journey is to the island were the Indians live.In that way Nick starts out as one person, and after the journey learns something that makes him a different person. In a way the structure underlines the theme, because it helps you focusing on the change. The boy named Nick starts his development toward adulthood in the text. He begins as a fragile boy who depends on his father and ends up as an independent and confident young man. The transition can be seen in many differences in Nick in the start and the ending of the text. In the beginning he relies on the support of his father where in the end he is fine by himself. â€Å"Nick lay back with his father’s arm around him. †¦. â€Å"They were seated in the boat. Nick in the stern, his father rowing† In the short story Nick comes to terms with the circle of life. He experiences both li fe and death, which makes him grow up. To understand life you need to have seen death. In addition to that, Nick also gets the picture of civilisation dominating nature. That is shown through the father who actually changes the course of two persons’ lives. The Indian woman and the unborn child would have died if it had not been for his father. Therefore his father acquires a godlike status, which leads to the ambiguous ending: He felt quite sure that he would never die† It is not clear whether â€Å"he† refers to Nick or to the father. It might be both of them, assuming that Nick has understood how you can dominate nature. As previously mentioned, the ending reveals some changes between before and after the experience. The ending shows that Nick develops an understanding of life and death. A difference in the environment is that they arrive in the evening and return in the morning. It can be interpreted as if the evening represents the ending of his childhood an d the morning the start of his adulthood.Also, the night is related to nature, and with that the events in the Indian camp. When the sun rises and the light breaks through they return to civilisation. In that way civilisation is linked to light. The night and day theme underlines the change from a naive boy’s lack of understanding to a young man coming to terms with the basics of life and civilisation. In addition, we see a change in the environment. It starts off as gloomy and finishes as something harmonious. â€Å"The two boats started off in the dark. Nick heard the oarlocks of the other boat quite a way ahead of them in the mist. †¦. â€Å" The sun was coming up over the hills. A bass jumped, making a circle in the water. † The change in the environment is an indicator of what lies ahead. The evening environment symbolises death and the unknown. The morning represents an entrance to adulthood. The bass making a circle in the water is a symbol of the circle o f life. Nick sees the circle in the end of the text, and that is sign of him now having seen and possibly understood life and death. â€Å"A bass jumped, making a circle in the water. † The circle of life is depicted in two ways.On the one hand, the baby’s birth and the dad’s death form parts of the circle of life. When someone is born somebody else dies. On the other hand we see that when the baby enters the world, and with that the early stages of life, Nick leaves the early stages of life. This means that the circle also says that when somebody enters a new stage of life somebody else leaves it, exemplified by the new-born baby and Nick. The short story is set among the â€Å"savages†, which is a perfect place to understand the natural order of life. It takes place in an Indian village and in that way shows nature as pure as it is.The transition from boy to man, and with that the understanding of life, has to be seen in an environment that underlines t he basic conditions of life. With that the author actually says that to understand how nature functions you have to leave the normal civilised life. To sum up, the author manages to describe the transition from boy to man as a result of meeting the circle of life. Furthermore, he problematizes civilised society and thus shows that you cannot understand the true nature of civilisation without seeing its opposite; nature. English Essay – Indian Camp English Essay – Indian Camp The transition from child to adult can be a rough process. At times a radical experience has to occur for the change to happen. A meeting with the basic conditions of life, and with that the circle of life, can in many cases be a trigger for the transition from boy to man. In this short story the transition is linked to the dichotomy between civilisation and nature, civilisation dominating nature. In the short story â€Å"Indian Camp† by Ernest Hemingway, there is a case where a boy meets a natural environment.The result is that a feeling of superiority towards nature is created. The author of the text focuses on what impact seeing life and death can have on a child’s mind. The meeting with life and death is seen as a contributor to gaining adulthood. The author portrays a boy’s development as resulting from a strong experience. The short story is structured as a fairy tale with a home-out-home structure. With that is meant that he starts in a comfortable place and then goes on a journey and then returns. In the text the comfortable place is the boat and the journey is to the island were the Indians live.In that way Nick starts out as one person, and after the journey learns something that makes him a different person. In a way the structure underlines the theme, because it helps you focusing on the change. The boy named Nick starts his development toward adulthood in the text. He begins as a fragile boy who depends on his father and ends up as an independent and confident young man. The transition can be seen in many differences in Nick in the start and the ending of the text. In the beginning he relies on the support of his father where in the end he is fine by himself. â€Å"Nick lay back with his father’s arm around him. †¦. â€Å"They were seated in the boat. Nick in the stern, his father rowing† In the short story Nick comes to terms with the circle of life. He experiences both li fe and death, which makes him grow up. To understand life you need to have seen death. In addition to that, Nick also gets the picture of civilisation dominating nature. That is shown through the father who actually changes the course of two persons’ lives. The Indian woman and the unborn child would have died if it had not been for his father. Therefore his father acquires a godlike status, which leads to the ambiguous ending: He felt quite sure that he would never die† It is not clear whether â€Å"he† refers to Nick or to the father. It might be both of them, assuming that Nick has understood how you can dominate nature. As previously mentioned, the ending reveals some changes between before and after the experience. The ending shows that Nick develops an understanding of life and death. A difference in the environment is that they arrive in the evening and return in the morning. It can be interpreted as if the evening represents the ending of his childhood an d the morning the start of his adulthood.Also, the night is related to nature, and with that the events in the Indian camp. When the sun rises and the light breaks through they return to civilisation. In that way civilisation is linked to light. The night and day theme underlines the change from a naive boy’s lack of understanding to a young man coming to terms with the basics of life and civilisation. In addition, we see a change in the environment. It starts off as gloomy and finishes as something harmonious. â€Å"The two boats started off in the dark. Nick heard the oarlocks of the other boat quite a way ahead of them in the mist. †¦. â€Å" The sun was coming up over the hills. A bass jumped, making a circle in the water. † The change in the environment is an indicator of what lies ahead. The evening environment symbolises death and the unknown. The morning represents an entrance to adulthood. The bass making a circle in the water is a symbol of the circle o f life. Nick sees the circle in the end of the text, and that is sign of him now having seen and possibly understood life and death. â€Å"A bass jumped, making a circle in the water. † The circle of life is depicted in two ways.On the one hand, the baby’s birth and the dad’s death form parts of the circle of life. When someone is born somebody else dies. On the other hand we see that when the baby enters the world, and with that the early stages of life, Nick leaves the early stages of life. This means that the circle also says that when somebody enters a new stage of life somebody else leaves it, exemplified by the new-born baby and Nick. The short story is set among the â€Å"savages†, which is a perfect place to understand the natural order of life. It takes place in an Indian village and in that way shows nature as pure as it is.The transition from boy to man, and with that the understanding of life, has to be seen in an environment that underlines t he basic conditions of life. With that the author actually says that to understand how nature functions you have to leave the normal civilised life. To sum up, the author manages to describe the transition from boy to man as a result of meeting the circle of life. Furthermore, he problematizes civilised society and thus shows that you cannot understand the true nature of civilisation without seeing its opposite; nature.

Lewis Structure Definition and Example

Lewis structures go by many names, including Lewis electron dot structures, Lewis dot diagrams, and electron dot structures. All these names refer to the same sort of diagram, which is intended to show the locations of bonds and electron pairs. Key Takeaways: Lewis Structure A Lewis structure is a diagram that shows the covalent bonds and lone electron pairs in a molecule.Lewis structures are based on the octet rule.While Lewis structures are useful for describing chemical bonding, they are limited in that they do not account for aromaticity, nor do they accurately describe magnetic behavior. Definition A Lewis structure is a structural representation of a molecule where dots are used to show electron positions around the atoms and lines or dot pairs represent covalent bonds between atoms. The purpose of drawing a Lewis dot structure is to identify the lone electron pairs in molecules to help determine chemical bond formation. Lewis structures can be made for molecules that contain covalent bonds and for coordination compounds. The reason is that electrons are shared in a covalent bond. In an ionic bond, its more like one atom donates an electron to the other atom. Lewis structures are named for Gilbert N. Lewis, who introduced the idea in the article The Atom and the Molecule in 1916. Also Known As: Lewis structures are also called  Lewis dot diagrams, electron dot diagrams, Lewis dot formulas, or electron dot formulas. Technically, Lewis structures and electron dot structures are different because electron dot structures show all electrons as dots, while Lewis structures indicate shared pairs in a chemical bond by drawing a line. How It Works A Lewis structure is based on the concept of the octet rule, in which atoms share electrons so that each atom has eight electrons in its outer shell. As an example, an oxygen atom has six electrons in its outer shell. In a Lewis structure, these six dots are arranged so that an atom has two lone pairs and two single electrons. The two pairs would be opposite each other around the O symbol and the two single electrons would be on the other sides of the atom, opposite each other. In general, single electrons are written on the side of an element symbol. An incorrect placement would be (for example), four electrons on one side of the atom and two on the opposite side. When oxygen bonds to two hydrogen atoms to form water, each hydrogen atom has one dot for its lone electron. The electron dot structure for water shows the single electrons for oxygen sharing space with the single electrons from hydrogen. All eight spots for dots around oxygen are filled, so the molecule has a stable octet. How to Write One For a neutral molecule, follow these steps: Determine how many valence electrons each atom in the molecule has. Like for carbon dioxide, each carbon has four valence electrons. Oxygen has six valence electrons.If a molecule has more than one type of atom, the most metallic or least electronegative atom goes in the center. If you dont know the electronegativity, remember the trend is that electronegativity decreases as you move away from fluorine on the periodic table.Arrange electrons so each atom contributes one electron to form a single bond between each atom.Finally, count the electrons around each atom. If each has eight or an octet, then the octet is complete. If not, proceed to the next step.If you have an atom that is missing dots, redraw the structure to make certain electrons form pairs to get the number on each atom to eight. For example, with carbon dioxide, the initial structure has seven electrons associated with each oxygen atom and six electrons for the carbon atom. The final structure puts two pairs (two sets o f two dots) on each oxygen atom, two oxygen electron dots facing the carbon atom, and two sets of carbon dots (two electrons on each side). There are four electrons between each oxygen and carbon, which are drawn as double bonds. Sources Lewis, G.N. The Atom and the Molecule, Journal of the American Chemical Society.Weinhold, Frank and Landis, Clark R. Valency and Bonding: A Natural Bond Orbital Donor-Acceptor Perspective. Cambridge University Press.Zumdahl, S. Chemical Principles. Houghton-Mifflin.