Unlocking the Science of Habits

Aim: How do we create habits?     

Quick Write: Write about a habit you would like to create for yourself. Quickly. (Again, make this a habit.)

Today we will analyze how to create habits. Good ones of course. You will have to conduct your own experiments and critically think about it, but here are a video and an article to get your started.

Step 1: Watch the video below. If you are on campus, you will see a blank space, but if you are off campus, it should appear. (Apologies in advance to the females among us, including myself, for the focus on "manliness." Seems like habits are gender-neutral, don't you think?)

Step 2: Read this article for further detail on "Unlocking the Science of Habits." Note: some information on creating habits is toward the end of the article.

Step 3: Based on what you have learned, make an action plan for creating the habit you identified in your quick write. Post it on your blog. Say it out loud. Then, follow it.

Reminder: Guest teaching has ended! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. In addition, post your lesson on your blog. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that. The assignment is TBA.

What's Due

• Completed lesson plan on assigned reading regardless of whether you taught the class or not. (Completed lesson plan template plus blog post of the lesson.)
• Developed and completed mind maps
• Independent reading projects
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Deconstructing Habits

Aim: How do we identify the three parts of habits?     

Quick Write: Check out the flow chart on Amy Ortiz's blog. Identify simply the cue for one of your bad habits using the flow chart. Write about it. Quickly. (Make this a habit.)

Today we will begin deconstructing our habits. What triggers them and what rewards do we expect from them?

Step 1: Read the short article. The Power of Habit.

Step 2: Listen to the podcast.

Step 3: Write about a habit you want to change and why. Be sure to identify the three parts of this habit (cue, reward, routine) when you describe it.

Reminder: Guest teaching has ended! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. In addition, post your lesson on your blog. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that. The assignment is TBA.

What's Due

• Completed lesson plan on assigned reading regardless of whether you taught the class or not. (Completed lesson plan template plus blog post of the lesson.)
• Developed and completed mind maps
• Independent reading projects
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Introducing the Power of Habit

Aim: How do we define habit?    

Quick Write: Write about one bad habit you have and one good habit.

Today we will begin thinking about habits. In what ways are they good and in what ways are they bad?

Step 1: First watch this video.

Step 2: After you have watched the video, write a reflection defining habit in your own words. Think about these critical questions:

• What is good about habits?
• What is bad about habits?
• How can we use habits productively?

Reminder: Guest teaching has ended! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that. The assignment is  TBA.

What's Due

• Completed lesson plan on assigned reading regardless of whether you taught the class or not.
• Developed and completed mind maps
• Independent reading projects
• Lesson, including written lesson plan and blog post
• Art & Cultural Exhibition blog post
• Cartoons
• Argument essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

It Really Is All About EFFORT

Here's today's lesson in the absence of a guest teacher ... 

Aim: How do we compare and contrast the themes in the film and the memoir? 

Quick Write: Write a DOK level 3 or 4 question about Diving Bell. Give the question to a partner and ask him or her to answer it..


Guest teaching ends today! However, all students regardless of whether they actually taught a class or not are responsible for turning in a completed lesson plan based on their assigned readings. You will get partial credit for this. Who knows? If it's really good maybe you'll get a chance to actually teach it.

Note: Each day we watch the film or read the memoir, you should be generating questions and analyzing themes and concepts in the memoir by developing your mind map. Mind maps will be graded at the end of the unit based on ideas, creativity, and of course EFFORT!

In the absence of a guest teacher, your mission today is to answer your question by reading, watching or researching. By the end of class, put the answer to your question into a reflection.

Reminder: Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that.

What's Due

• Developed and Completed Mind Maps
• Independent Reading Projects
• Lesson, including written lesson plan and blog post
• Art Cultural Exhibition blog post
• Cartoons
• Argument Essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Re-visiting Reading Strategies (and Independent Reading Projects)

Here's today's lesson in the absence of a guest teacher ...

Aim: How do we use reading strategies to understand the film or the memoir? 

Quick Write: Write a DOK level 3 or 4 question about Diving Bell.

Your mission today is to answer your question by reading, watching or researching. By the end of class, put the answer to your question into a reflection.

Reminder: Independent reading projects are due.  You should get started on this because there will be at least one other final challenge (project) for this course in addition to that.

What's Due

• Independent Reading Projects
• Lesson, including written lesson plan and blog post
• Art Cultural Exhibition blog post
• Mind Maps
• Cartoons
• Argument Essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

Sprint to the Finish Line

Aim: How do we explain Bauby's perseverance? 

Quick Write: Analyze your progress report and assess your learning for last week with absolute specificity. Write at least one well-organized paragraph. If you were here on Friday and already completed this self-assessment, then please try to answer the Aim for today.

I have a question. Why is it that just when it seems students should be sprinting toward the finish line that marks the end of the semester, many of them just drop out of the race? Really? It makes absolutely no sense to me. Please enlighten me. (Extra credit for those who can.) I assure you that the latest two projects--the cultural exhibition blog post and teaching the class--will not go away. There are more project assignments coming in the very few weeks ahead so don't put off for tomorrow what you can do today. There are only so many tomorrows left in the semester.

This is how it will work: We will devote only five more days to guest teaching. If you don't teach the class in the next five days, you will take a zero on the project. Everyone should be completely prepared to teach from this day forward regardless of the sequence of the pages you were assigned. If there are too many students and not enough days left, then priority for teaching the class will be given to the students with the best attendance. This is because we do not need to discuss the memoir sequentially. That said, if you are prepared to teach the class today, then let me know. Otherwise you should just complete your missing work quietly on your computer

Reminder: Everyone is expected to be prepared for each class by reading ahead. Guest teachers are NOT expected to simply read aloud their section; they are teaching a lesson with an Aim and leading the discussion. YOU are expected to be informed enough with the day's particular section to participate in the discussion and/or activity. This can only be done by reading it prior to the lesson.

The sign-up sheet for sections is in the classroom as is the student-created rubric for grading your lesson and lesson plan templates.

What's Due

• Lesson, including written lesson plan and blog post
• Art Cultural Exhibition blog post
• Mind Maps
• Cartoons
• Argument Essays (or critical lens for those taking the ELA Regents)
• Daily Blog Postings

Remember independent reading books? Here's a list of suggestions. However, other ideas are encouraged. Just run them past me.

*****Always check Engrade for your up-to-the-minute progress in this class.*****

No one's work is leaving this classroom in its underwear!

Aim: How do we edit, revise, and publish our Academic Art and Cultural Exhibition projects? 

Quick Write (emphasis on QUICK):  Generate a high level question concerning your project for a peer editor.

“Writing without revising is the literary equivalent of waltzing gaily out of the house in your underwear.”  --Patricia Fuller

Someone who knew what he or she was talking about once said that all writing is 90% re-writing. If you don't think you need an editor, then you don't think!

Today we will be peer editing each other's projects. Everyone must have the experience of both editing someone and being edited by someone.

Hard copies of the peer editing worksheet are available in the classroom.
  

If you have read this far, you win the Keen Observer prize for the day. See me privately.

*****Always check Engrade for your up-to-the-minute progress in this class.*****