Growth Mindset, Art, and Science Activity: Brain Hats

Do you want to create or reinforce a strong growth mindset in your classroom?  Do you want to reach multiple learning styles, including artistic and logical?  Then read on to see how I use brain hats to do all this!

We've been using Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools by Mary Cay Ricci in our county.

At the beginning of the year, we took a get-to-know-you Growth Mindset survey that let students know if their learning style was more right- or left-brain.

Adding on to the knowledge of the two hemispheres, we recently made "brain hats".   These were inspired by Ellen McHenry's activity. 

These hats have all the parts of the brain labeled and list what activities might be associated with each part.  There are different sizes from which to choose. For our middle-schoolers, we used the large/adult size.  There is an option to use smaller sizes for younger students as well. 

Students labeled, colored, cut, and taped them together.  

This was excellent to use for a Growth Mindset activity because we discussed  how you might have to move outside your comfort zone if you want to strengthen the neural pathways in your brain.  We reviewed what neurons are made of, which we learned about in an activity earlier this year that had us building edible neuron models.

Yes, even middle-schoolers need some growth mindset education.  Actually, this is a crucial age to teach the concepts of neuroscience and grit. This was one of those unique activities that combined art, science, and Growth Mindset all in one. 

What are your favorite Growth Mindset activities?  I'd love to hear about them!

3 Kingdoms and 6 Domains Differentiated Foldable

Are you looking for an interactive, differentiated way to teach the 3 scientific domains and 6 kingdoms?  Then you need to read on to see how I make a taxonomic foldable for students' notebooks!

I created differentiated pages for students of various learning needs. The one shown below is the fill-in-the-blank version I distribute to most students.  

I differentiate in the following ways:

For students needing a challenge: I have them copy the notes by hand and/or give them copy of the foldable that doesn't have the kingdoms/domains written in.  They must use their resources to find the answers and fill in the blanks independently.  

For students needing extra assistance: I provide them with a completed copy (the answer key) to either copy the answers into the blanks, or to keep and highlight as we go over the answers as a class.

We start by folding a piece of paper in half vertically and hold-punching it (so it will go in our 3-ring binder).  The picture below shows how we cut, arrange, and glue the 3 domains information on the outside cover of the foldable.  

After the domain pieces are in place, students use their textbooks or online resources to write the appropriate domain in the blanks. 

Next, we work on the inside flaps.  

First, students glue the 6 kingdoms on the right.  Then, I have students rewrite the domains on the left and draw arrows from the domain to the kingdom under which it is classified.  

Finally, students write the correct kingdoms in the blanks on the right side of the paper.

This packet includes:

~Suggestions for how to use the foldable in differentiated instruction

~Step-by-Step directions for completing the foldable

~Pictures for completing each step of the foldable

~Answers written on the picture guide to serve as an answer key

If you'd like to pick up a copy, click here.

Do you teach classification?  Do you have any foldables or interactives you would recommend?  I'd love to hear about what you're using!

Constitution Day Activities

Are you searching for meaningful activities for Constitution Day?  Would you like to be able to conduct your Constitution Day activities during multiple core subjects?  If you said yes, then this post is for you!

To read more about the activities and tips I have for Constitution Day, click here to go to the Virginia is Teachers Blog.

Happy reading!

Differentiating Instruction With Menus

Would you like to give your students a choice in what type of activities they complete while still covering all the content material?  Then you need to check out Differentiating Instruction With Menus by Laurie E. Westphal.  I'm not kidding when I say that this book completely changed the way I teach in the best way!

Practically every grade level and subject have their own menu book, ranging from K-12.  Below are only a few of the examples.

Here's the one I want to check out next.

I have a basic template that I've created for the choice boards/menus, based off of Differentiating Instruction With Menus.  It's a little different than the ones in the book, so you will still want to check out the book to figure out what works best for you.

The first things I decide are:

How many lessons/concepts will the board cover?  

1-3, maximum.  Choice boards/menus work best with fewer concepts.

How many points will the board be worth?  

I usually make all mine 100 points/percent, because they are considered a major project.

Gather/Copy all those unit materials that I've collected over the years:  Close Reading articles, worksheets, labs, PowerPoints, webquests, online games, etc.  

I choose them based on how well they cover the concepts and their level of challenge (I want a range of challenge, from worksheets that practically answer themselves to projects that require much more creative thinking.

When will the entire menu be due?

I wait until I've introduced all materials before setting a due date.  I'll teach a mini lesson each day, introduce some more materials, and let students start choosing assignments/gathering materials before setting the date. 

Once I've chosen all the unit materials, I assign a point value to each assignment, based on the level of challenge.

For example, a 10-question fill-in-the-blank worksheet with a word bank might be worth 5 points, while a 4-page article for which students must use Close Reading annotations would be worth 20 points.  

Next, I decide whether an activity will be "work alone" or "work in pairs" for each assignment.

5-point worksheets are best done individually, while a major poster project might be better assigned to pairs.  I always give students the option of working alone, even if it says "work in pairs".  While one of the goals is certainly to encourage collaboration, some students really do produce the best results when working independently.  I also tell students that they may only work with a particular classmate once on each choice board, since I want them to work with a variety of people.

Finally, I assign a different "category" for each concept or lesson I will be teaching.

For example, cell types (plant and animal) would be Category A, while prokaryotic and eukaryotic cells would be Category B.  This is important because I specify that at least 10-20 points must come from each category.  That way, I know students have spent the right amount of time learning each of the concepts.

The Final Steps

Make sure the class understand what each assignment entails and what materials they will be responsible for gathering on their own.  I always introduce each assignment to the whole class.  That way, students are free to change their minds if one assignment isn't working out for them and they need to switch to a different assignment.  Sometimes I will ask students to bring in materials on their own if they choose a particular assignment.  Modeling clay, for example, for building a cell model.  The reason I do this is because I can't go buy clay in bulk if only a handful of students choose to build a cell.  It makes more sense for them to buy it if they want to use it than for me to try to guess.

After I've gone over the expectations for each assignment and answered all questions, I have students put check marks beside what they plan to complete.  It's at this time that I check to make sure they are choosing assignments from each of the categories listed.  I have a requirement that each student needs to complete 10-20 points from each category.  That way, I know they get the proper practice with each concept.

Finally, I check students' progress each day and I grade each assignment as it is completed.  It's AMAZING how much more I'm able to interact with EACH student every day while they are working on choice boards.  The majority of the work is done in class, but if a student is not producing at a steady rate, they may need to take it home to complete.  

I hope it's clear how much I love using choice boards! I don't feel like I can adequately express how much it helps both me and my students.

Do you use choice boards?  Do you plan to use them?  I'd love to hear about your ideas!