Provocation Into Growth Mindset & Problem Solving

As teachers, we sure love the skill of problem solving. After all, in a class of 30 students (each with their own daily sundry problems), the more they can figure out their pencil situation, bathroom needs, and minor spats among friends, the more energy we can devote to, well, teaching.

But of course, we all know there’s more to the skill of problem solving than classroom management. There’s empowering students with ownership. There’s equipping them with the ability to face future unknowns. And there’s helping them access solutions that will bring them joy throughout their lives.

Problem-solving is also closely tied to the growth mindset. As Carol Dweck has put it:

“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

Thus, with the growth mindset, we learn that our efforts are instrumental in helping us to grow, and are resilient when our initial solutions fail.

On that note, these are both resources I have shared with students in the past that have led to wonderful discussions on this topic:

Video of how the Panyee Soccer Club began amid less than ideal circumstances:

Anchor chart developed by the teachers at Fieldcrest Elementary School:

by Fieldcrest Elementary School teachers

Provocation Questions:

  • What makes a person a problem-solver?
  • How does knowing that our brains are flexible help us with problem solving?
  • What is our responsibility to the world to be problem solvers?
  • What is our responsibility to ourselves to be problem solvers?

featured image: DeathToTheStockPhoto

A Provocation into Online Research, Media Litearcy, & #FakeNews

The content for this week’s provocation began with me investigating all this viral talk on #FakeNews. The more I researched, the more I came to two conclusions:

1. The need for educators to help students discern accurate sources is not new, though the stakes are getting higher if we don’t succeed.

2. Rather than focusing on the current FakeNews frenzy, it’s more valuable for us to step back and examine the big concepts surrounding the issue.

So yes, this provocation is useful if you’re wanting to talk to your students about Fake News. But more importantly, it’s more useful for helping your students recognize all that online research entails: the good, the bad, the ugly, and why all that matters for them.

Resource #1: “Where Things Come From”

Resource #2: What IS Media Literacy?

Resource #3: What is Media Literacy?

Another resource from TED_Ed on verifying factual news.

Provocation Questions:

  • Why do we ask questions?
  • How does online research compare with other research (from books, newspapers, etc.)?
  • How has online research changed over the years?
  • What is the power of information that can spread quickly?
  • What is our responsibility to cite and share accurate information?
  • Why are there different perspectives on what sources are trustworthy?
  • What role does social media play in research?

featured image: DeathToTheStockPhoto

The World Then & Now: A Where We Are in Place & Time Provocation

This week brings another Where We Are in Place and Time provocation–I promise, these resources are too fantastic to wait (for more PYP units of inquiry provocations, see the archive here).

The first is Dear Photograph, a website to which individuals submit photos of photos held up in the same location after time has passed. Quite apart from being a remarkable way to make change, time, and history more tangible, it is also a beautiful example of reflection. Below are a few favorites; see the site for more!

https://maryac88.tumblr.com/post/155501077405/dear-photograph-dont-grow-up-youll-just-have

https://maryac88.tumblr.com/post/155501198690/dear-photograph-its-hard-to-imagine-this-photo

https://maryac88.tumblr.com/post/155501377410/dear-photograph-i-inherited-my-grandmothers

The second is along the same lines: Peter Perry’s “Then/Now” series of photos of historical sites with old photos transposed over the modern location. Below are a few:

1968 Warsaw Pact nations invading Czechoslovakia
1968 Warsaw Pact nations invading Czechoslovakia, Prague National Museum
American forces marching through Germany in 1945

Provocation Questions

  • How is personal change different than global change?
  • How is personal change the same as global change?
  • How can thinking about perspectives of people in the future impact our thinking about world events now?

featured image: DeathToTheStockPhoto

Change: A “Where We Are in Place & Time” Provocation

The big picture framework for the PYP “Where We Are in Place & Time” unit is intended to help students explore:

  • our orientation in place and time
  • our personal histories
  • the discoveries, explorations, and migrations of humankind

This morning, the School of Life Youtube channel shared their video, “Why You Can Change the World.” It also contains why so many people feel they cannot. I find this to be a resource that has great potential to help students consider their personal impact on the world’s progress, along with inquiries into the nature of change, history, and confidence.

The second resource that lends itself to an inquiry into change is this Huffington Post photo series of work done by women around the world. In many instances, the juxtaposition of old world tasks/technology with modern tools or clothing provides ample food for thought for students to consider how/why things are changing throughout the world. The captions also provide invaluable background to guide their thinking. Click the above link or any of the photos for more.

“A woman works at a plant of porcelain manufacturing society JL Coquet in Saint-Leonard-de-Noblat near Limoges, France on July 5, 2013. (MEHDI FEDOUACH/AFP/Getty Images)”
“Mahboubeh Khoshsolat, one of the only women’s fire and rescue units in the Middle East, slides down the fire pole at Fire Station No. 9 Oct. 5, 2005 in the city of Karaj, west of the Iranian capital Tehran. (Scott Peterson/Getty Images)”
Photo taken on January 22, 2014, shows women working on a carpet in a tiny factory in Kostandovo, a small village in Bulgaria’s southern Rhodope mountains. (DIMITAR DILKOFF/AFP/Getty Images)
“A picture taken on July 8, 2013 shows a woman working on a wind turbine at a plant of Gamesa in the Northern Spanish village of Aoiz, Navarra province. (RAFA RIVAS/AFP/Getty Images)”
“An Indian woman works collecting salt in the salt pans near Dhrangadhra, Gujarat. (Malcolm Chapman/Getty Images)”

Provocation Questions: 

  • What is history like?
  • What do you notice about how people change?
  • Why does work look different for people across the world?
  • How is the “world being made and remade every instant?”
  • How are confidence and change related?

This is part of a series of provocations designed to align with the IB Primary Years’ Programme transdisciplinary themes. Click here for more

featured image: DeathToTheStockPhoto

Inquiry: How Do People Get Their Food?

An inquiry provocation is meant to help us stretch our thinking beyond what we normally consider. It’s designed to plant the kind of seed that, as it grows, inspires us to continue reconsidering and rethinking the world around us. We learn to ask more thoughtful questions, make connections to existing understandings, and develop consideration and empathy for others.

Thus, this week’s provocation on how people get their food isn’t just about food. It’s about getting us to consider broader concepts (including, but not limited to, PYP units of inquiry such as How the World WorksHow We Organize Ourselves, and Who We Are). I would love to hear if/how you use these resources with your class!

#1 of 3: Atlas of Beauty image

Mihaela Noroc is a Romanian photographer who travels the world with the goal to capture beauty in all countries. Below is a recent photo of a woman doing her grocery shopping in Myanmar.

via Mihaela Noroc’s Atlas of Beauty Facebook page

#2 of 3: What I Eat, Around the World in 80 Diets

Photojournalist Peter Menzel documented what individuals around the world eat each day.  See here for several of his photos along with the fascinating stories of each person.

#3 of 3: Amazon Go Concept

Amazon has developed a smart store that allows shoppers to grab their groceries and go without standing in line for payment. According to Futurism, “The store is powered by sensors, deep learning artificial intelligence (AI), and computer vision, which allows it to detect which items a customer has selected and even when products are returned to shelves.”

Provocation Questions:

  • How do people eat differently?
  • Why do people eat differently?
  • What do people’s eating habits tell us about their lives?
  • How is the way people get their food changing over time? Why?
  • Why is it important for us to consider how people eat differently around the world?

featured image: DeathToTheStockPhoto

Inquiry into Scale & Perspective

Being more spatially-challenged in general, I always had trouble as a child comprehending concepts like mirror images, rotations, and geometry nets.

Fortunately, as a grew older, I learned that these are all just facets of broader concepts of scale and perspective. I’ve also benefited by recognizing their applications beyond mathematics–from art to city planning to interpersonal relationships.

So this week consists of a provocation to help our young learners begin with the big picture of scale and perspective, hopefully encouraging them to draw their own connections and conclusions.

The first is a fascinating video that lays out the entire history of the earth on a football field.

The second is a photo series by artist Matthew Albanese. He creates stunningly realistic landscapes using forced perspective, using materials from nutmeg to steel wool to fake fog. Head over to his site to view the collection of images, along with the incredible behind-the-scenes images and information on his process. 

Provocation Questions:

  • How do people use scale and perspective to help us see “the big picture?”
  • How does technology allow us new possibilities to show scale and perspective?
  • How do scale and perspective change the way we see the world?
  • What is our responsibility to use perspective in our lives?
  • How are scale and perspective connected?
  • How does perspective help us understand other people?
  • How does scale help us understand the world?

featured image: DeathToTheStockPhoto

 

Inquiry Into Cultures and Open-Mindedness

“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

While I taught at an IB (International Baccalaureate) we were encouraged to cultivate the 10 traits defined within the Learner Profile (inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, reflective).

This week’s provocation (appropriate for upper elementary and older) will look particularly at the open-minded quality. When I think of open-mindedness, cultural perspective readily comes to mind.

The first resource is one I’ve shared with my fifth graders in the past, and has made for some fascinating conversation. Graphic artist Yang Liu’s East Meets West helps students start to consider how our cultural differences influence the way people approach various situations (click link above for more of her images).

east_west_spreads_2 east_west_spreads_3 east_west_spreads_5 east_west_spreads_7

The second is the awe-inspiring story of Rais Bhuiyan, a Muslim American who was shot in the aftermath of 9/11, but who worked to save his assailant from death row. I particularly appreciate how this illustrates that whatever our differences, compassion can bring us unity, understanding, and healing.

Provocation Questions:

  • How is open-mindedness related to cultures?
  • What is our responsibility for open-mindedness?
  • How does open-mindedness help with fearfulness (or other negative emotions)?

featured image: DeathToTheStockPhoto