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Welcome to part three of Mindsets for Learning and Teaching.
My name is Judy Halbert, and along with my colleague Linda Kaiser,
I am very pleased to be working with you and working with you in this course.
We teach a leadership program at Vancoover Island University in British Columbia.
And I've had the good fortune of working with teachers
across our province and in many other countries for several years.
And now, it is real joy for me to meet you.
The focus of this particular week is to think
about the importance of learning models and developing that
evidence seeking mindset where as educators we're always
looking for what makes the biggest difference for our learners.
As Linda mentioned earlier, we work with networks of educators,
and some of these teachers and principals work in very remote communities.
Some of them are beginning teachers, some of them are young
people learning to be teachers, and some are very experienced.
What we found, though, is that for all of our teachers, regardless of
where they're at in their career, having learning models that they're working from
really helps deepen their experience as teachers
and deepen the experience of their learners.
So, what we're going to do is we're going to introduce you just briefly
to 4 models of learning and we're going to ask
you to be thinking about your learners, your setting, your context,
and which one of these models would you be interested in
exploring a little bit more between now and when we meet again.
So, the first model comes from the work of Lauren Resnick in the United States.
And this is called Effort Based Learning. So again,
think about your learners. In our setting, some of our students say,
"Oh I did well on that because it was easy", or "I'm good at this", or "It was a fluke".
They rarely say, "I did well on this because I've worked really hard".
And that's a condition that is unfortunately
the case in many North American schools.
So, Lauren's work is really about how
do we value effort,
how do we create a mindset around effort - which
is very much connected to the Carol Dweck work -
and how do we deepen in learners the belief that
effort is expected, that tough challenges are met through
sustained work and our jobs as teachers is to provide
really clear expectations very fair and credible assessments, and to
build in accountable talk in our classrooms
through guidance and evidence appropriate to the discipline.
So, there are some things for us to consider about how
are we generating a context of effort within our learning settings.
So, that's model number one.