Tag Archives: Daniel Coyle

Mentor Sentence: Notice, Emulate, Learn #LL2LU

As part of our Embolden Your Inner Writer course, Marsha and I drafted a learning progression for each chapter to help our writers when they feel stuck or need a push. However, these are just drafts. In order to feel confident, to have the courage to use them, we must use them ourselves, share them with learners, and seek feedback.

I’m trying out the following learning progression for Anderson’s chapter on Models, Chapter 2.

I can strengthen my craft, word choice, and mechanics by applying techniques from models and mentor texts.

Enamored with Daniel Coyle’s writing, I picked up my copy of The Talent Code, and found the following sentence.

The goal is always the same: to break a skill into its component pieces (circuits), memorize those pieces individually, then link them together in progressively larger groupings (new, interconnected circuits). [Coyle, 84 pag.]

Noticing the colon, I wondered if I am skilled at using them, knowing when to use them, and using them correctly.  (Ok…I’m not, but what can I learn?)

Another  Coyle book, The Culture Codeoffers this gem using a colon.

One pattern was immediately apparent: The most successful projects were those closely driven by sets of individuals who formed what Allan called “clusters of high communicators.”[Coyle, 69 pag.]

And, in 10 Things Every Writer Needs to Knowour anchor text,

Students need to know the truth: writing is cumulative. [Anderson, 9 pag.]

If I read and observe how these authors use a colon, I think I can use it myself to imitate the great writers.

Perseverance calls for action: show an attempt to think and question, ask and seek clarifying questions, try again with new information and actions.

What do you think?

I’m not sure I “read like a writer” as stated in Level 1, but I annotated well. I could find sentences that helped me think about using a colon. Maybe I read more like a writer than I thought. Hey, that’s one of the tips!  Then, I collected and recorded examples to imitate as suggested in Level 2. Curiosity caused me to want to know more.  I have asked questions, and I love how Jeff Anderson, in Mechanically Inclined, offers notes and a visual.

And, then…boom! I was struggling with a sentence in my previous post when it dawned on me: Use a colon! Here’s what I wrote:

The editor in my head – no, not the editor – the critic in my head convinces me to wait: wait until I know, wait for someone else, wait.

While I think I’m currently at Level 3 (maybe Level 4 when I press publish), I have more to learn and more work to do to be confident that “I can strengthen my craft, word choice, and mechanics by applying techniques from models and mentor texts.”

I do have the courage to continue.

Anderson, Jeff. 10 Things Every Writer Needs to Know. Stenhouse Publishers, 2011.

Anderson, Jeff, Vicki Spandel. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop. Kindle Edition.

Coyle, Daniel. The Culture Code: The Secrets of Highly Successful Groups. Random House Publishing Group. Kindle Edition.

Coyle, Daniel. The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.

Coyle, Daniel. The Culture Code: The Secrets of Highly Successful Groups. Random House Publishing Group. Kindle Edition.

Fear of imperfection; deep practice; just make a mark

Do you know any learner’s that are stuck?  Are they convinced that they can’t?

“Fear of imperfection keeps us perched on the edge, afraid to dive in and start writing. If we sit and wait for the perfect words, they don’t come. Inertia sets in. Our mind halts. The clock slows. Much like hesitating at the edge of the ocean, afraid of the shock of cold, we wait. And in waiting, our anxiety spins.” (Anderson, 9 pag.)

Hesitating at the edge, afraid, we wait. How might we develop brave, bold learners who wonder – on paper – what they are thinking so that they might see it? What do we do to overcome the fear of the blank page? This fear, as real as it seems, is just a doodle away from getting your feet wet, right? The editor in my head – no, not the editor; the critic in my head convinces me to wait: wait until I know, wait for someone else, wait. What force is needed to overcome inertia? Is it just as simple as a doodle?

Are math and writing this closely related? Wow! Far too many students will not write the first step in math because they are not sure if they are going to be right? If they are going to be right, are they learning anything?

In Daniel Coyle’s “The Talent Code,” he writes about deep practice, working at the edge of your ability so that you make mistakes, learn, and repeat.

Deep practice is built on a paradox: struggling in certain targeted ways — operating at the edges of your ability, where you make mistakes — makes you smarter.  (Coyle, 18 pag.)

The second reason deep practice is a strange concept is that it takes events that we normally strive to avoid —namely, mistakes— and turns them into skills. (Coyle, 20 pag.)

In SMP-1, “I can make sense of tasks and persevere in solving them,” the first level asks for a visible attempt to think and reason into the task.

Are our young mathematicians and writers stuck due to inertia? Is it blank page fright? Is there space in class to draft and redraft, making revisions as you go? Are missteps celebrated and seen as opportunities to learn?

How can we help students dive – or tiptoe – in to get their feet wet? What if encourage learners to just make a mark and see where it takes them?

It doesn’t have to be perfect the first time… or does it?

Anderson, Jeff. 10 Things Every Writer Needs to Know. Stenhouse Publishers, 2011.

Coyle, Daniel. The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.

Reynolds, Peter H. The Dot. Library Ideas, LLC, 2019.

Summer Learning 2019 – Choices and VTR

How do we learn and grow when we are apart? We workshop, plan, play, rest, and read to name just a few of our actions and strategies.

We make a commitment to read and learn every summer.

Below is the 2019 Summer Learning flyer announcing the choices for this summer.

In case you are interested, links to reviews of each book are shared below as well as the set of TED Talks for Voices from Diversity. #SoGood

Big Potential and The Power of Moments are repeats from last summer’s list because of faculty/staff engagement and enthusiasm. Blindspot and Developing Assessment-Capable Visible Learners are being used in book study groups during the current school year.  We hope to harness the power of the re-read and spread this ideas.

We will continue to use the Visible Thinking Routine Sentence-Phrase-Word to notice and note important, thought-provoking ideas. This routine aims to illuminate what the reader finds important and worthwhile.

Sentence-Phrase-Word helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, 207 pag.)

However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion . It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 208 pag.)

What are you reading/watching/doing to grow as a learner over the summer? Please feel invited and encouraged to watch us (or join us) learn by following #TrinityLearns and #TrinityReads in June and July.

Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print

#SlowMath – Looking for Structure and Noticing Regularity in Repeated Reasoning from @jwilson828 & @jgough #NCTMAnnual

At the National Council of Teachers of Mathematics conference in Washington D. C., Jennifer Wilson (@jwilson828) and I presented the following session.

#SlowMath – Looking for Structure
and Noticing Regularity in Repeated Reasoning
4:30 PM – 5:30 PM
Walter E. Washington Convention Center, 145 AB

How do we provide opportunities for students to learn to use structure and repeated reasoning? What expressions, equations, and diagrams require making what isn’t pictured visible? Let’s engage in tasks where making use of structure and repeated reasoning can provide an advantage and think about how to provide that same opportunity for students.

Here’s my sketch note of our plan:

Here’s our slide deck:

Cross posted on The Slow Math Movement

High-purpose environment. Teacher clarity. Touchpoints of praise.

I wait patiently for my turn.

Carrots. Beep. Doritos. Beep. Milk. Beep.

Donned in her green Publix smock, she makes eye contact and small talk with the customer ahead of me as she swipes items across the reader.

Hamburger. Beep. Kale. Beep. Beep. Beep.

She says, “That will be forty-two. twenty-eight” Wincing, she shook her head and said, “No, no wait! It is twenty-eight forty-two.” Smiling sheepishly, she blushes and says “Ugh! I just hate numbers.” The customer, patient and kind, concludes her business at the register and goes on about her way.

I cannot stop myself. Why can’t I stop myself from attempting to put salve on the raw wound that someone else – knowingly or unknowingly – has inflected on this poor young woman? I hear my internal voice say, “You don’t have to fix this. You really can’t fix this. You did not do this.”

I know I should stop myself. I cannot. I softly say, “So I’m a math teacher. It is easy to mix numbers up. Don’t worry.”

And then it happens… again. It breaks my heart a little more every time. Though it is not unexpected, I brace myself for what is coming.

She takes a deep breath. In a painful blurt, she replies, “I did so many posters just so I could pass.  She decided that was never going to ‘do’ math well, so she let me create bulletin boards and cut out letters in order to pass. I just hate it. Math was never my thing. Early, we knew that I could not do it, and we created workarounds so I could pass and graduate.”

So then, as always, I apologize for her terrible experience.

I am so sorry.

I am so sorry that any child is led to believe they cannot be successful at math – the language, art, and communication tool that is my love and passion.

I am so sorry that any child is led to believe they cannot be successful.

I seethe inside that any teacher would “extra credit” a child out of learning.

High-purpose environments are filled with small, vivid signals designed to create a link between the present moment and a future ideal. They provide the two simple locators that every navigation process requires: Here is where we are and Here is where we want to go. The surprising thing, from a scientific point of view, is how responsive we are to this pattern of signaling. (Coyle, 180 pag.)

Teachers need to determine the gap between students’ current level of performance or understanding and the expected level of mastery. (Hattie, 66 pag.)

If someone received just three or more touchpoints, or instances, of praise in a single quarter, their performance score in the next review period significantly increased. If they received four or more touchpoints of praise or recognition in a quarter, the retention rate increased to 96 percent over the next year. (Achor, Kindle Locations 1766-1768.)

How might we create more classrooms that are high-purpose environments where teacher clarity empowers learners to close gaps between what is known and what is needed?  What if we highlight what is going well to create touch points of praise to embolden learners to reach for a next level?

CULTURE: from the Latin cultus, which means care.

Achor, Shawn. Big Potential: How Transforming the Pursuit of Success Raises Our Achievement, Happiness, and Well-Being (Kindle Locations 1766-1768). The Crown Publishing Group. Kindle Edition.

Coyle, Daniel. The Culture Code: The Secrets of Highly Successful Groups (Kindle Locations 2378-2380). Random House Publishing Group. Kindle Edition.

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series). SAGE Publications. Kindle Edition.

I know something!

A motley band of brothers traveling as a pack ambled in at 7:58 for Pre-Cal. Just in time. From a distance they are handsome and well dressed in coats and ties. Up close, they are a little disheveled, like they stepped out of their clothes last night and into them again this morning.  My favorite part is the peacock-ness of their hair.  They slept hard, and it shows. It helps me remember how young they are when they look so grown up. I wonder how many of them brushed their teeth and decided not to go there.

They live together, play together, and learn together. Boarding school builds family and familiarity and deepens connectedness.  Yesterday’s test results require a preface. I prep them by explaining what I learned about them and what we need to do now.  Learning is our focus, and this moment in time tells us that we need to do more, go deeper, and practice harder. This milestone marker says that we need to back up and try again.

I made a 42!” he exclaimed with genuine jubilation. It’s what he said next that confirmed his glee.  “I know something!

“I know something!”

I am in awe of what happens next.  Every man, child, boy learner, in their coats and ties, stands and high-fives him as if he as won a gold medal, sunk the winning shot, made the field goal in the final 30 seconds.

And then, just as quickly as it started, they were all seated as he said “Bring it, Ms. Gough. What do we do now?”

Group culture is one of the most powerful forces on the planet. We sense its presence inside successful businesses, championship teams, and thriving families, and we sense when it’s absent or toxic. (Coyle, xvii pag.)

Culture is a set of living relationships working toward a shared goal. It’s not something you are. It’s something you do. (Coyle, xx pag.)

Live, learn, work, and serve in a community that highlights what is going well. Focus on learning. Build living relationships. Work toward shared goals.

CULTURE: from the Latin cultus, which means care.

Coyle, Daniel. The Culture Code: The Secrets of Highly Successful Groups. Random House Publishing Group. Kindle Edition.

Available for learning

I feel it coming.

Have you seen surfers catch big waves? They paddle out, wait and watch.  Some waves pass by. Others crash over them. Sometimes the surfer gets up, punches through and rides it out.  Other times they wipe out. It is fascinating that they get back up and go back out. They persevere. I wonder how I can do that.

I feel it coming, but I cannot predict how I’m going to handle it. It is different every time. Sometimes I cry. Sometimes I turn and fight an internal battle to stand my ground to punch through the wave. Sometimes I can ask for help, but not always.

I am afraid it won’t be perfect.

I am afraid I can’t do it.

I am afraid others will laugh at me.

I am afraid I’ll disappoint my parents.

I am afraid I’m not good enough.

I am afraid I won’t be accepted.

I am afraid I don’t belong.

I am afraid I am not enough.

I am afraid.

I am afraid.

Labels make it easy to attribute student disengagement to a lack of ability or motivation, when disengagement often results from a lack of confidence. (Hassan and Lennard, 70 pag.)

The key to creating psychological safety, as Pentland and Edmondson emphasize, is to recognize how deeply obsessed our unconscious brains are with it. A mere hint of belonging is not enough; one or two signals are not enough. We are built to require lots of signaling, over and over. This is why a sense of belonging is easy to destroy and hard to build. (Coyle, 13 pag.)

How might we learn more about our learners? What actions are needed so that learners know they are psychologically safe?

What conditions must be set so that more learners punch through and rides out the wave?

CULTURE: from the Latin cultus, which means care.

Coyle, Daniel. The Culture Code: The Secrets of Highly Successful Groups. Random House Publishing Group. Kindle Edition.

Hasson, Julie, and Missy Lennard. Unmapped Potential: an Educator’s Guide to Lasting Change. Dave Burgess Consulting, Inc., 2017.