Deliberate Practice for Growth

Deliberate Practice for Growth:
Bad practice makes you worse.

DPG.1 Setting SMART Goals:

Students are able to write effective and relevant SMART goals for personal growth.

"SMART" Goal Setting

If you want achieve anything and grow or improve, you need a goal. And, just like planning a trip and needing specific details to plan well, you need a specific "SMART" Goal to help you know exactly how to get there and achieve it. This lesson will walk you through the different parts of a "SMART" Goal and let you practice setting one as you go.

"SMART" GOal Setting and Action Planning

A SMART Goal is the first step to growth, but a goal by itself doesn't do much without a SMART Action Plan to help you know what to do when things get tough and you want to quit.

"SMART" Goal Assessment

Use this presentation to guide students through SMART Goal assessment and practice to encourage better quality and understanding of SMART goals.

ASsessing "SMart" Goals and Action Plans

It's hard to set a strong SMART Goal and Action Plan. Assessing one another's goals allows us to help each other become more successful as we learn how to better create goals for ourselves as well.

Intro to Student-Led Conferences

A simple structure for a Student-Led Conference that reinforces the student as the owner of their academic progress and success.

DPG.2 Intro to Growth Mindset:

Students are able to describe the difference between Growth and Fixed Mindsets and how each can contribute to successful (or ineffective) practice.

How do we Grow?

If you can think of a random skill, there is somebody out there who has mastered it. But is that something that they were born with, or did they have to practice to get there? This lesson walks through the importance of practice and hard work for mastery of any skill - and how that relates to the concepts of a "Growth" or "Fixed" Mindset.

Growth Mindset: Areas for Growth

Continuing the conversation about "Growth Mindset," this presentation focuses on our misunderstanding of "success" - when we see somebody who is successful and think it was easy for them because we don't see all the time and hard work that went in beforehand. Students create a "Growth Map" to visualize their own growth towards success to finish the lesson.

Intro to Growth Mindset

The biggest predictor of future success and development is having a Growth Mindset.

Growth Mindset: The OLD YOU

This lesson helps cover different ways to look at the world and our own personal growth to help maintain a Growth Mindset when things are getting tough.

Reflecting on Growth

This lesson walks students through the practice of looking at the "big picture" to see how much we have grown over time, as it is difficult to "see" growth in the short-term.

DPG.3 Intro to Habit Loops:

Students are able to describe the development of personal “habit loops” and to identify personal habit loops.

Getting What you Want: Habits

Introduction to habits and how they can lead to your own personal success.

CREATING A LEARNING PATHWAY

Creating a new learning pathway and breaking away from a bad habit is incredibly difficult. There are ways to make it manageable. Learn more by going through this lesson.

PATHWAYS AND HABITS

Even when our brains know that our behavioral responses to triggers aren’t useful, we fall back into them out of habit. This lesson introduces that concept and helps us think about replacement behaviors to do better.

DPG.4 Finding/ studying expert resources:

Students are able to identify and utilize expert resources for study as a first step towards effective practice.

Expert Feedback for Quality Practice

Although it's possible to get really good at something without direct help or coaching, it's really hard to do, and usually takes much longer. This presentation walks through the benefits of getting "expert" feedback to help us learn and practice more effectively.

DPG.5 Getting timely feedback:

Students are able to identify optimal timing for practice feedback and to describe different types of effective feedback.

Getting Timely Feedback

Getting regular feedback is always helpful, but there are times when getting quick feedback is essential. This lesson walks through the times when getting feedback is the most effective.

DPG.6 Practice logistics:

Students are able to describe the importance of selecting an appropriate time and place for practice and demonstrate follow through on a practice plan.

The phases of practice

Practice makes permanent. To prepare ourselves for understanding how to practice well, we need to understand the different "Phases of Practice" and when practice gets harder and we're more likely to quit.

(linked to Learning from Failure)

Practice: Time and Place

For students to create the most effective Practice Plans, they need to consider the last big piece - choosing the best time and place for practicing their specific skill. This lesson walks them through this process.

(linked to Learning from Failure)

DPG.7 Hi-jacking Habit Loops:

Students are able to identify personal habit loops in which costs outweigh benefits and to develop effective substitute behaviors for the development of beneficial replacement habits.

Rebuilding Habits

Focuses on "Limiting Steps" and "Limiting Decision-Making" to make it easier to implement the replacement behaviors for bad habits.

Helping Others to Rebuild Habits

Steps to help students create possible replacement behaviors for their peer's "bad" habits.

Assessments

Various sample assessments for Deliberate Practice for Growth (some more long-term than others)

Sketch to Stretch: All About Practice

To assess students' understanding of the concepts regarding practice, they should walk through this presentation to create a "Sketch to Stretch" and reflection to demonstrate their learning.