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Grade Level: 4-6 7-9
Personality: Reflective

Get in the Mindset

$33.96 $24.99

Strategies for middle grades (4-8) to reflect on themselves as a learner, give and receive feedback, and generate next steps for improving their work.

My Favorite Fail

This is a strategy to guide students through reflecting on failure. They will start by looking at well- known people who failed and went on to be successful. Students will then reflect on the ways they have failed in the current unit, project, or task and decide which failure allowed them to learn and grow the most.

Getting Unstuck

This strategy features a series of prompts and tools students can utilize when faced with a challenge in their learning. It facilitates student reflection and builds the skills to monitor and direct their own learning.

Goal Setting

This strategy helps students develop their own specific and measurable goals with clear benchmarks for reflection.

Collaborative Feedback

This is a universal strategy for facilitating peer feedback.

Mindset Thinking Frames

Thinking prompts for student reflection on mindset and learning.

Super Agent Profile

3 page strategy to collectively define the traits of a Super Agent and develop a classroom visual.

Super Agent Poster

Gender neutral classroom poster for Super Agent traits.

 

Description

Introduction

This collection of strategies and resources are bundled together to help educators who are interested in developing student mindsets for deeper learning. The grade levels intended for these teaching tools vary from 4th-8th grade. CraftED’s strategies are intended to be used across projects and classes (meaning they are not content specific).

Underlying these resources are the following beliefs:

  1. Agency includes a set of skills that must be explicitly taught
  2. These skills can and should be embedded into course content
  3. Ongoing reflection is integral to building student agency muscles/super powers
  4. By using these resources continuously, students will eventually develop habits and later demeanors of deeper learners.

Suggested Implementation Sequence:

  1. Strategy: Super Agent Profile
    This strategy introduces students to vocabulary related to agency, and therefore is best used at the beginning of the school year, semester or even unit/project/task. This strategy allows a class to collectively identify an ideal “super agent” for them to reflect upon often. This strategy can also evolve into a class poster/chart to serve as an ongoing visual reminder of these identified traits and skills.
  2. Resource: Super Agent Poster
    This resource supports the work of the Super Agent Profile strategy.
  3. Strategy: Goal Setting
    Developing and reflecting upon goals helps keep students aware of what they are working toward and also develops ownership over their learning. This strategy can be used at the beginning of any unit/project/lesson or class time. This strategy can also exist in an Agency Station (see CraftED’s bundles for more information on this).
  4. Resource: Mindset Thinking Frames
    As mentioned previously, ongoing reflection is critical to develop student agency muscles/superpowers. These thinking frames can be used at any point during a lesson, project, or class. These can be used as exit tickets, journals, warm-ups or discussion prompts. This resource can also exist in an Agency Station.
  5. Strategy: Getting Unstuck
    This strategy is best used in the middle of an open-ended task, project or unit. In the midst of this work student may face multiple “stuck points” in which they will need support to move forward. As the teacher you can likely anticipate when these will happen and use this strategy to help students move forward with agency. This strategy can also exist in an Agency Station.
  6. Strategy: My favorite Fail
    This strategy is best used at the conclusion of a task, project or unit. This strategy aids in further supporting the skill for reflection, but also creating a culture that celebrates failure, in hopes of inspiring students to take risks and think creatively. This strategy can also exist in an Agency Station.

Items included in this bundle:

Additional information

4-6

7-9

Bundle

Reflective

Tools For Reflection

My Favorite Fail

4-6

7-9

K-3

Foundational Strategies

Design Thinking & Maker

Tools For Reflection

Adventurous

Reflective

Additional Information

Deeper Learning Spotlight
Learn how to learn (e, i, k)
Develop academic mindsets (d, f, j, k)

Target Audience
Grades: K–8
Content areas: All

The What
This is a strategy to guide students through reflecting on failure. They will start by looking at well- known people who failed and went on to be successful. Students will then reflect on the ways they have failed in the current unit, project, or task and decide which failure allowed them to learn and grow the most. This strategy will help build the foundation for a classroom full of students who have a growth-mindset.

Consider doing this strategy multiple times throughout the Design Thinking process.

The Why
Students need help to see the bene t of failure, which is that it allows us to grow. We want to ensure that students do not lose confidence when they are faced with challenges, but rather embrace setbacks and develop persistence in their academic endeavors. This strategy thus helps develop a classroom culture that sees failures as opportunities to learn, and truly celebrates them.

Getting Unstuck

4-6

7-9

Reflective

Tools For Reflection

Foundational Strategies

Additional Information

Deeper Learning Competency Spotlight
Learn how to learn (c, d, e)
Develop academic mindsets (d)

Target Audience
Grades: 4–8
Content areas: All

The What
This strategy features a series of prompts and tools students can utilize when faced with a challenge in their learning. It facilitates student reflection and builds the skills to monitor and direct their own learning. This tool is especially useful during open-ended assignments, project work time, or even group work.

The Why
Deeper learning asks students to blaze a trail in their learning—the answers are not always clear or known, as they often are in traditional learning when answers can be found in a textbook or from a teacher who serves as a beacon of knowledge. Students need the confidence to persist when they are faced with challenges and they need to be empowered to find their way out of situations when they feel stuck. This is the key to moving beyond obstacles and learning deeply and successfully.

Goal Setting

10-12

4-6

7-9

K-3

Foundational Strategies

Tools For Reflection

Reflective

Additional Information

Deeper Learning Spotlight
Learn how to learn (a, c, e, f, g)
Develop academic mindsets (d, e)

Target Audience
Grades: 3–10
Content areas: All

The What
At any given time, students need to be aware of others’ goals. They also need to be able to plan and perform to meet a goal, and to generate their own goals. This strategy helps students develop their own specific and measurable goals with clear benchmarks for reflection.

The Why
Deeper learning requires students to identify and work toward goals—both individually and as a group. Identifying and attaining goals are skills that are often expected of young students, but rarely explicitly taught. This strategy scaffolds the goal-generation process to allow students to gain ownership over their learning while teaching them a valuable life-long skill. This strategy goes beyond simply teaching students to write goals; they will also learn how to identify clear steps to take toward reaching their goal and how to pinpoint resources that can support them in their endeavors.

Collaborative Feedback

10-12

4-6

7-9

K-3

Foundational Strategies

Collaborative

Student Collaboration

Additional Information

Deeper Learning Spotlight
Work collaboratively (a)
Learn how to learn (a, e, k, l)
Develop academic mindsets (a, b, c, f, g)

Target Audience
Grades: K–12
Content areas: All

The What
This is a universal strategy for facilitating peer feedback. Using targeted warm and cool feedback, students will help their peers improve the quality of their work. Students will then identify which feedback is most useful and, based on it, generate goals for improving the next draft of their work.

The Why
Peer feedback increases ownership and overall quality of student work. It teaches students that their work can improve with increased effort and support from others. However, giving feedback is a skill that most students have not yet developed. Because of its value, peer feedback is a skill we must explicitly teach.

Mindset Thinking Frames

Curriculum Resource

4-6

7-9

Reflective

Tools For Reflection

Super Agent Profile

4-6

Foundational Strategies

K-3

Reflective

Tools For Reflection

Super Agent Poster

4-6

Curriculum Resource

K-3

Reflective

Tools For Reflection

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My Favorite Fail

This is a strategy to guide students through reflecting on failure. They will start by looking at well- known people who failed and went on to be successful. Students will then reflect on the ways they have failed in the current unit, project, or task and decide which failure allowed them to learn and grow the most.

Getting Unstuck

This strategy features a series of prompts and tools students can utilize when faced with a challenge in their learning. It facilitates student reflection and builds the skills to monitor and direct their own learning.

Goal Setting

This strategy helps students develop their own specific and measurable goals with clear benchmarks for reflection.

Collaborative Feedback

This is a universal strategy for facilitating peer feedback.

Mindset Thinking Frames

Thinking prompts for student reflection on mindset and learning.

Super Agent Profile

3 page strategy to collectively define the traits of a Super Agent and develop a classroom visual.

Super Agent Poster

Gender neutral classroom poster for Super Agent traits.