Didactics II

ISL – 4th year

2021
Student’s Name: Maria Isabel Cazuriaga Flores
After watching the second and third parts of the webinar by Carol Read, answer the
questions below regarding her suggested reflective teacher wheel:

C M
E R

L E
I S

I. M: Mindset

1) What is meant by Mindset?

In the context of the Reflective Teacher Wheel, mindset refers to teachers' attitudes, beliefs, and
perspectives on their own teaching practice and the learning of their students. It emphasizes the significance
of maintaining a positive and growth-oriented mindset in order to create continual improvement and student
achievement.

2) Why does Hattie state “the conviction that you are a change agent and that you can make a difference
because you believe that the outcome of your learners is not fixed and can be influenced by you, is
crucial to successful teaching”?

He says that because teachers who recognize their position as change agents can approach their job with
a sense of agency, purpose, and the idea that they can positively impact the lives of their students. This
approach is essential for effective teaching because it drives continual development, encourages student
engagement, and contributes to improved learning outcomes.

3) What is the difference between having a fixed mindset and having a growth mindset?

Individuals with a fixed mindset believe that intelligence and abilities are fixed traits, prompting them to
avoid difficulties, see setbacks as indicators of underlying limitations, evade effort, feel intimidated by
feedback, and be resentful of others' achievement. A person with growth mindset, on the other hand,
believes that intelligence and abilities can be developed through effort and learning, which leads people to
embrace challenges, see setbacks as opportunities for growth, value effort and persistence, value feedback
as a tool for improvement, and find inspiration in the success of others.

4) Professor Carol Dweck distinguishes between two different kind of learners: helpless and mastery
oriented. What does each kind represent?

Prof. Carol Dweck distinguishes between two types of learners: helpless and mastery oriented. Helpless
learners have a fixed attitude and believe that their brains and abilities are fixed characteristics. They are
frequently overwhelmed by problems, give up easily, and see defeats as proof of their innate limits.
Mastery-oriented learners, on the other hand, have a growth mentality, thinking that intelligence and
abilities can be developed through effort and learning. They welcome difficulties, persevere in the face of
adversity, and view setbacks as opportunities for progress. They are driven to mastery, value hard work and
tenacity, and actively seek ways to develop their skills and knowledge.
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2021
5) Look at the picture of an “iceberg” below and explain it in your own words.

6) How can we as teachers deliberately nurture positive or growth mindset in ourselves and in our learners?

We may intentionally foster a positive or growth mindset in ourselves and our students by fostering a
supportive and inclusive educational atmosphere. To begin, we must model a growth mentality for others.
We can honestly explain our personal difficulties, underline the importance of hard work and endurance,
and show a readiness to learn from our mistakes. Second, explicitly teaching the notion of growth mindset
and its benefits might help students understand and embrace it. We can hold talks, share inspiring tales, and
inspire people to reflect on their personal growth experiences. Furthermore, providing constructive feedback
that emphasizes effort, progress, and particular techniques rather than fixed features or outcomes helps
foster a development mentality. Providing opportunities for students to create their own objectives,
recognize small victories, and engage in self-reflection helps to cultivate a growth attitude. Encourage
collaborative learning, risk-taking, and individualized education that recognizes and cultivates individual
abilities can all help to foster a positive mindset in both teachers and students.

II. R: Rapport

1) What does it mean to establish rapport with students? Why is this important?

Building a positive and trusting connection with students requires mutual respect, understanding, and
open communication. It entails fostering a welcoming and inclusive classroom climate in which kids feel
respected, heard, and connected. This is significant because rapport boosts student engagement, motivation,
and overall well-being, resulting in a more conducive learning environment. It instills a sense of belonging
in pupils, encourages them to take risks, and boosts their readiness to participate actively in classroom
activities. When teachers build rapport with their students, they feel more comfortable asking for help,
sharing their ideas, and cooperating with their classmates, resulting in a happy and productive learning
experience.

2) According to the research carried out by Carol Read, what do students perceive as a “special teacher”?
How does this change from young to older children?

Carol Read's research found that kids regard a "special teacher" as someone who is compassionate,
understanding, and approachable. Teachers who provide warmth, care, and establish a safe and supportive
classroom environment are valued by younger students. They value teachers who take an interest in them,
motivate them, and provide structure. Older children, on the other hand, stress the value of teachers who are
informed, competent, and skilled in their subject areas. They value teachers who challenge and inspire them,
encourage critical thinking, and provide significant learning opportunities. While concern and competence
are still vital at all ages, the specific expectations and focus on different attributes may fluctuate as children
get older and their educational needs change.

3) How can we create rapport with our students and among themselves?

Several techniques can be used to build rapport with pupils and establish positive interactions among
them. To begin, genuinely listening to pupils and demonstrating real interest in their opinions, problems,
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2021
and experiences fosters a sense of trust and validation. Creating a supportive classroom community by
fostering student participation, teamwork, and respect fosters a pleasant social environment. Incorporating
ice-breaker games, group projects, and discussions that allow students to share their points of view and learn
from one another can also help to build rapport. Furthermore, providing regular opportunities for
individualized feedback and praising students' efforts and accomplishments builds the teacher-student bond.

III. E: Engagement

1) How can engagement be defined?

Individuals' active and meaningful involvement in a certain task, activity, or learning experience is
defined as engagement. It comprises components of focus, interest, motivation, and expenditure of effort in
addition to participation. Individuals that are engaged show a true connection and excitement for what they
are doing, displaying a sense of inquiry, absorption, and profound participation. They are mentally and
emotionally committed, actively attempting to comprehend, investigate, and connect. Engagement
frequently leads to enhanced attention, information retention, and a higher degree of success. It is a dynamic
state characterized by a convergence of cognitive, emotional, and behavioral variables that generate a sense
of purpose and intrinsic motivation in the pursuit of goals.

2) How does the different combination of challenge and learning skills produce different responses in
terms of students’ engagement? Explain.

Students' involvement is greatly influenced by the combination of difficulty and learning skills. When
the amount of challenge matches the ability level of the pupils, a state of "flow" can be produced, in which
the students are fully engaged and focused on the job. This perfect combination of challenge and skill
stimulates children to put forth effort, persevere in the face of adversity, and feel a feeling of
accomplishment. Students may become disengaged due to boredom or a lack of excitement if the challenge
is too low in comparison to their ability level. If the challenge is too great, pupils may get overwhelmed and
frustrated, leading to disengagement or avoidance.

3) What are the six foundations of flow explained in the video?

There are six foundations of flow, the condition of optimal involvement and immersion in an activity.
Clear goals provide concentration and direction, while feedback allows people to change and improve their
performance. Balancing the level of difficulty with one's abilities fosters flow, and serious concentration on
the work at hand is required. Feeling in control of one's actions and choices promotes engagement, and
finding the activity delightful and personally meaningful helps to long-term flow. Students become fully
absorbed, driven, and focused on the work when these foundations match, resulting in a heightened sense of
satisfaction and success.

4) What does the presenter mention regarding passion toward teaching?

Teaching passion is frequently regarded as a critical factor for effective educators. A passionate teacher
approaches their job with excitement, energy, and dedication, inspiring and encouraging both themselves
and their students. They are passionate about their subject and genuinely want to make a difference in the
lives of their students. Continuous learning, professional development, and the introduction of novel
teaching approaches are all driven by passion. It feeds the desire to go above and beyond, to connect on a
personal level with students, and to create a dynamic and interesting learning environment. Finally, the
enthusiasm of a motivated teacher can inspire students, promote a love of learning, and contribute to
improved academic achievements.

IV. S: Support

1) How do we provide support to our learners? Explain.

Providing assistance to learners entails providing an atmosphere that meets their various needs,
promotes their growth and development, and secures their success. This can be accomplished by providing
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ISL – 4th year
2021
clear instructions and expectations, resources and materials that support learning and participation, and
providing constructive feedback to guide their growth. Recognizing and adapting unique learning styles,
talents, and interests, as well as building a positive and inclusive classroom culture in which students feel
comfortable to take risks and seek help when required, are all examples of support. Furthermore, providing
additional assistance, such as one-on-one tutoring, small group activities, or peer collaboration, can help
learners overcome obstacles, improve skills, and achieve their academic goals.

2) What are the different levels of scaffolding proposed in the video?

Depending on the requirements and capacities of the learners, different levels of scaffolding might be
used. Breaking down complicated tasks into smaller, manageable parts, providing clear instructions,
modeling tactics or processes, providing prompts or cues, and gradually lowering help as learners develop
independence are examples of these levels. The purpose of scaffolding is to help learners in their zone of
proximal development, where they can complete activities with help and gradually progress to
accomplishing them independently. Teachers can promote learners' progress and help them build confidence
and competence in their learning journey by providing appropriate degrees of support.

3) What is meant by distancing strategies? How are they organized?

It refers to educational strategies that gradually reduce the level of teacher support while increasing
student responsibility. These tactics are arranged in a transition from teacher-led education to student
independence. The teacher initially provides specific guidance, models skills or procedures, and provides
substantial assistance. As students develop proficiency, the teacher gradually steps back and takes on a more
facilitative role, allowing students to practice and apply previously learned concepts or abilities with less
support. As students eventually take ownership of their learning, this process of distance increases learner
autonomy, critical thinking, and problem-solving ability. Teachers create opportunity for pupils to become
independent learners while still providing guidance and help when needed by gradually releasing
responsibility.