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  • 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.
  • Teaching Guide 
  • ​"SMART" Goal Setting presentation
  • "SMART" Goal Setting worksheet
"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.
  • Teaching Guide 
  • SMART Goal and Action Planning worksheet
  • ​SMART Goal Setting and Action Planning presentation
"SMART" Goal Assessment
Use this presentation to guide students through SMART Goal assessment and practice to encourage better quality and understanding of SMART goals.    
  • Teaching Guide 
  • SMART Goal Assessment presentation
  • SMART Goal Assessment Practice worksheet​
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.
  • Teaching Guide 
  • Assessing SMART Goals and Action Plans presentation
  • SMART Goal and Action Planning Peer Assessment worksheet​
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.
  • Teaching Guide 
  • Intro to Student-Led Conferences
  • Student-Led Conference Outline​

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.
  • ​Teaching Guide 
  • "How do we Grow?" presentation
  • "How do we Grow?" worksheet​
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.
  • Teaching Guide 
  • "Growth Mindset: Areas for Growth" presentation
  • "My Growth Path" worksheet

Intro to Growth Mindset
The biggest predictor of future success and development is having a Growth Mindset.
  • Teaching Guide 
  • Intro to Growth Mindset presentation
  • Growth Mindset: Feedback Rubric worksheet
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.
  • Teaching Guide 
  • "Growth Mindset: the Old You" presentation
  • Making an "In 10 Years" Digital Poster
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.
  • Teaching Guide 
  • "Reflecting on Growth" presentation
  • "Reflecting on Growth" worksheet

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.
  • Teaching Guide
  • Getting What You Want: Habits presentation
  • ​​​Getting What You Want: Habits worksheet
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.  
  • Teaching Guide 
  • "Creating a Learning Pathway" presentation
  • Brain-Maze Activity worksheets
  • "Creating a New Pathway" worksheet​
​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.  
  • Teaching Guide 
  • "Pathways and Habits" presentation
  • "Get to the Center" Maze worksheet
  • "Pathways and Habits" worksheet
  • Making a "Habit Loop Inventory" Digital Poster

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.  
  • Teaching Guide 
  • "Expert Feedback for Quality Practice" presentation
  • "Learning to Juggle" directions sheet
  • "Finding an Expert" worksheet

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.
  • Teaching Guide 
  • "Getting Timely Feedback" presentation
  • "Getting Timely Feedback" worksheet

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.
  • Teaching Guide 
  • ​"The Phases of Practice" presentation
  • "My Phases of Practice" worksheet
  • "How Famous People Practice" worksheet

​(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.
  • Teaching Guide 
  • "Time and Place" presentation
  • "Practice Planning: New Year's Resolution" worksheet

(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.
  • Teaching Guide 
  • "Rebuilding Habits" presentation
  • "Rebuilding Habits" worksheet

Helping Others to Rebuild Habits
Steps to help students create possible replacement behaviors for their peer's "bad" habits.
  • Teaching Guide 
  • "Helping Others Rebuild Habits" presentation
  • ​​"Helping Others Rebuild Habits" worksheet

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.
  • Teaching Guide
  • "All About Practice: Sketch to Stretch" presentation
  • "Sketch to Stretch" Unit 3 Assessment rubric
  • "Sketch to Stretch" Unit 3 Assessment worksheet

Copyright © 2015 Greg Callaham