Intelligence can change - Lesson plan
Created on: January 18, 2010
Website Address: https://library.curriki.org/oer/Intelligence-can-change--Lesson-plan
This lesson plan was created based on a template developed for the Curriculum, Instruction & Assessment initiative sponsored by the Alliance for Catholic Education.
Number of Days:
2
Prior Knowledge:
None
Lesson Objective:
Identify parts and functions of the brain as they relate to learning. Synthesize arguments, based in brain science, why labels about being “smart,” “dumb,” or a “math person” are not fixed but are changeable through one’s own effort and the use of better strategies. Use effort, support or strategy attributions instead of fixed label attributions after academic setbacks.
Lesson Assessment:
Brain challenge 1; Brain challenge 2;
Benchmark or Standards:
The following California state standards would be covered:; Science, 9th-12th, Biology, 9b, 9c, 9d, and 9e.; Health, 9th-12th, 1.8.S, 2.1.S, 3.1.S, 5.1.S, 5.4.S, 7.2.S, 7.4.S, 8.3.S, 1.2.M, 1.3.M, 1.7.M, 1.8.M, 5.1.M, 5.2.M, 5.3.M, 6.1.M, 7.4.M, 8.2.M, 8.3.M
Procedures:
Changes for Next Time:
Here the lesson author can reflect on changes for future years. After executing the lesson in the classroom, the member can edit this section of the wiki resource to describe changes for making the lesson more effective next time
What Worked Well:
After executing the lesson in the classroom, edit the wiki resource to highlight particularly effective activities or assessments for reference in future years.
2
Prior Knowledge:
None
Lesson Objective:
Identify parts and functions of the brain as they relate to learning. Synthesize arguments, based in brain science, why labels about being “smart,” “dumb,” or a “math person” are not fixed but are changeable through one’s own effort and the use of better strategies. Use effort, support or strategy attributions instead of fixed label attributions after academic setbacks.
Lesson Assessment:
Brain challenge 1; Brain challenge 2;
Benchmark or Standards:
The following California state standards would be covered:; Science, 9th-12th, Biology, 9b, 9c, 9d, and 9e.; Health, 9th-12th, 1.8.S, 2.1.S, 3.1.S, 5.1.S, 5.4.S, 7.2.S, 7.4.S, 8.3.S, 1.2.M, 1.3.M, 1.7.M, 1.8.M, 5.1.M, 5.2.M, 5.3.M, 6.1.M, 7.4.M, 8.2.M, 8.3.M
Procedures:
| Time | Learning Task | Method or Procedure |
|---|---|---|
| DAY 1 | ||
| Facilitators introduce selves & set out expectations | Teacher-directed instruction | |
| Overview of the 6 sessions and purpose | Teacher-directed instruction | |
| Warm-up activity: What are some setbacks or problems that you have experienced in your classes in school? | Written reflection activity; Teachers walk around the classroom monitoring student work | |
| Setbacks or problems of typical HS student, based on surveys "we've conducted" then transition how learning about the brain can help students develop skills to deal with these setbacks | Teacher-directed instruction | |
| Introduce the growth mindset and brain research -go into parts of the brain and functions -how much energy brain uses, sleep needs, and food needs | Teacher-directed instruction with powerpoint, some questions for students to answer aloud | |
| How does the brain work and continue to grow? -present on neurons, synapses, and connections | Teacher-directed instruction with powerpoint, video of explanation of synapses, video of fireman's ability to see through smoke | |
| Game: How do connections between neurons get stronger over time? | Students pass ball from first person to the last and everyone has to touch the ball, they do this 3 times and get faster and better; then we make them sit on one hand and pass the ball the same way, they do this 3 times and get faster and better (focus on practice); finally, they just have to get the ball from the first person to the last however they want (focus on strategy) | |
| Summarize lessons learned from activity | Teacher-directed instruction | |
| Basketball study | Teacher-directed instruction OR very brief paragraph and follow-up questions for exit ticket | |
| Exit ticket? | ||
| Day 2 | ||
| Warm up exercise: -What is something that you used to not be good at and now you are good at? -How did you learn and improve? | Independent writing, then when finish share with their neighbor what they wrote; Teachers monitor student work | |
| Your brain has grown already! -research on brain growth from in utero to birth | Teacher-directed instruction, powerpoint slides, video on brain growing in utero, | |
| Brain is like a muscle that gets stronger through effort and practice -research on rat brain growth -example of Colombia guerrilla warriors brain growth -example of English language learners? | Teacher -directed instruction, examples from power point slides | |
| How does your brain learn? -neurons building connections | Teacher-directed instruction, neuron slides and video of professor | |
| Small group work: come up with a list of things you have done to improve and grow in different activities in and out of school | Teacher-lead discussion in small groups; three students delegated for tasks: 1 student to record list on the poster paper, 2 students to present out to the class | |
| Exit ticket: write up from scientific article | Students read scientific article silently, then write on paper responding to these prompts/questions: -Imagine that a new 9th grader just flunked the first math test of the year: What are the two things that you learned in the article that you could say to help them not feel so bad about their math ability? | |
| Review of concepts: What does brain science mean for successful learning | Teacher-directed instruction | |
| How does the growth mindset lead to success? | Teacher-directed instruction | |
| HW over the weekend: act like undercover reporters and see if you hear anyone use fixed or growth mindset statements, then next week when we meet we will share what we heard over the weekend | Teacher-directed instruction |
Changes for Next Time:
Here the lesson author can reflect on changes for future years. After executing the lesson in the classroom, the member can edit this section of the wiki resource to describe changes for making the lesson more effective next time
What Worked Well:
After executing the lesson in the classroom, edit the wiki resource to highlight particularly effective activities or assessments for reference in future years.
