Roberts Middle School
Aviator Agenda: January 11-15
HOW DO MARGINAL GAINS CONTRIBUTE TO A GROWTH MINDSET?
Learning organizations thrive on marginal gains. Coney Island every year has a competition that brings out the masses. The competition involves speed eating hot dogs in 12 minutes. Most of the competitors were super sized and talented with stuffing their faces with hot dogs. The world record for speed eating hot dogs was 25 hot dogs in 12 minutes. Takeru Kobayashi, a thin Japanese student, approached the competition with a marginal gains mindset. Instead of asking himself, "How do I eat more hot dogs?" he asked, "How do I make hot dogs easier to eat?" He started breaking the hot dogs in halves, which improved loading. Then he started eating the sausage and bun separately. Then he started dipping the bun in water. Then he started keeping a spreadsheet of his gains. When he showed up to the competition, he surprised everyone by not just winning, but doubling the record.
At Destination Time, each classroom has students that need improvement based on their data. We need to make sure we are focused during this time of instruction to ensure we strive for “marginal gains." This allotted time is our chance to help our students who are struggling in a particular SE. Our students cannot afford us to waste this opportunity that can drive improvement. This is when small group instruction can be used to help our students who struggle to gain marginal improvement.
Thank you for continually teaching with grit. Teaching is one of the toughest professions. Please let me know if you need anything. I just cannot thank you enough for your positive energy and your willingness to grow each and every day.
THINK LIKE A FREAK?
FOCUSED WALKTHROUGHS: SMALL GROUP INSTRUCTION
3 QUESTIONS THAT WILL GUIDE YOU
What does increasing rigor look like? This means providing our students more of a challenging and meaningful learning environment. We want to create a small group environment where students are thinking critically and actively employing problem solving skills. We need to allow our students the opportunity to struggle in their learning.
How do you support this necessary struggle to take your student further than ever? This can only happen if we preplan our questions. At times, we let our students off the hook by supplying the answer too quickly. One of the tools we can implement within our small groups is to check for understanding. Understanding is best gauged through a written answer. Written responses give teachers an objective framework for understanding when to move on and when to reteach.
What will we be looking for:
- Give students the opportunity to struggle
- Preplan questions and sentence stems
- Check for understanding through writing
FLIGHT ITINERARY: JANUARY 11-15
- Admin Staffing
- 12:53-1:53 6th Grade Science PLC
- 1:55-2:53 6th Grade Reading PLC
- 2:57-3:55 5th Grade Reading PLC
- Alyta Harrell's (Area Superintendent) Visit
- 10:15-11:13 6th Grade Social Studies PLC
- 12:53-1:51 5th Grade Social Studies PLC
- 1:55-2:53 5th Grade Math PLC
- 2:57-3:55 6th Grade Math PLC
- Morning and Afternoon Test Security Training
- 10:15-11:13 5th Grade Science PLC
- Roberts Science Fair
- 8:40-9:45 Choir performing at Genoa Elementary
- 6th Grade: Thompson Intermediate Music Performance
CHECKING FOR UNDERSTANDING IS HAPPENING IN AARON'S CLASS WITH CUBES
JULIE UTILIZING DESTINATION TIME
CRYSTAL ROCKING DESTINATION TIME
BRENDA MAKING HER STUDENTS THINK
KIM MAKING SCIENCE COME TO LIFE
- Born: January 7 at 11:14 AM
- Weight: 7 lbs 4 oz and 20 inches long
- Mom and baby are doing great