Positive psychology meets K-12 pedagogy. This course explores key ideas of positive psychology and shows how great teachers apply those lessons to maximize student engagement and accomplishment. Through lectures, discussions, interviews and footage of great educators in action, you’ll learn how to integrate character-based objectives into your own teaching.
Micro-Moment Case Study: Nina, Part II
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From the course by Relay Graduate School of Education
Teaching Character and Creating Positive Classrooms
433 ratings
From the lesson
Teaching Character in Every Moment
Character education starts with an intentional approach to every human-to-human interaction.
Meet the Instructors
Dave LevinCo-Founder, KIPP; Co-Founder, Relay GSE
We came back a few weeks later to film Nina again and
see how the micro-moments were going.
Here come a series of excerpts from that second class.
After each excerpt, let's identify what just happened.
Did we see constructive responding?
Growth mindset?
Character behavior language?
All of the above?
See if you can identify the attributes of the micro-moment triangle
as they play out in real time.
>> Lovely to see you all.
Read our learning target for us please Malena and our howls, Samuel got for it.
>> I can use a ratio table to compare prices.
>> I can present my work to my classmates.
>> Excellent, we're going to be doing a lot of presenting today.
Read for use Suani, stores catalogs.
>> Stores catalogs and web sites often use rates in their ads.
The ads sometimes give [INAUDIBLE] for several items.
Below are two ads from Apple and Dell.
>> Excellent.
We are comparing the great company of Apple to the great company of Dell.
So Natalie, let's try this, okay?
So if you know ten laptops cost $6,000, okay.
Ten laps, I'm just gonna write laps, cost $6,000.
If I want to know the price of one laptop, what should I do?
>> Cross multiply?
>> Ok, I could cross multiply but if I wanted to go straight here, from 10 to 1.
How do I get from 10 to 1?
>> By multiplying?
>> What would I multiply by?
>> By 10. >> 10 times 10 is 100.
I mean by one.
>> I want to get from here to here.
>> Oh, divide.
>> Divide. Divide by what?
>> By ten.
>> By ten, beautiful.
Now if I do that on top, which should I do on the bottom?
>> Divide by ten.
>> You got it!
Now that will help us figure out how much one laptop costs.
Do you know what 6000 divide by ten is?
>> 600.
>> Perfect, 600.
You got it.
Confidence.
Now this is 600, so we know one laptop, so let's fill that in.
See if we can find two laptops.
I just picked up a strategy from Natalie in the other class.
Once she finds her unit price, she just fills it in next to each of these boxes.
She puts times 600 here, times 600 here.
It was a really cool strategy.
Raise your hand if you know, Natalie, in seven FR.
You should give her a shout out when you see her.
Strategies she taught me.
[NOISE]
Okay.
Three, two, one.
First, I just want to give a shout out for everyone for working so hard.
I'm really impressed.
I saw people erasing, trying different methods.
That's what we want to see.
We didn't give up on our work.
So let's give ourselves some snaps.
Anyone ever hear the word grit before?
Raise your hand if you've ever heard the word grit.
Louis? >> It's when you're
persevering through something.
>> When you're persevering through something.
I like that.
Grit means, like Louis said, when you persevere through something and
you don't give up, okay, and you just keep working at it and working at it.
And that's what I saw today.
Let's all say the word grit on two.
One, two.
>> Grit.
>> So right now we're going to hear from some presenters.
I'd like presenter number two to stand up.
Presenter number two please stand up.
You have one minute to present and then we will discuss our problem.
We will respond, excuse me.
One minute.
Thank you, presenters.
Use six inch voices please.
>> [NOISE] First, I divided.
I knew that 20 calculators were $120, so
I just did that real quick, and I put it down.
>> And then for 20, I added five, fifteen calculators and five calculators.
[NOISE] >> Three, two, and one.
Let's give silent applause to our presenters.
Okay, we are gonna give our responses, I wanna hear some nice responses.
Go for it.
>> [CROSSTALK] >> You said many, like,
thing that you multiplied with.
Some people would forget what they did.
Instead, you said everything completely, like, good, and you didn't forget nothing.
And I liked how you showed your work, how you were saying it.
>> And I liked, like, how you explained it.
Like how you found out, like.
Like, how you found out, like how you explained and how you got to.
How you found out what ten, what ten calculators were.
That you divided 20 by two, the price of 20 calculators by two in my head.
Like, that, like helped me.
Like, at the beginning I was stuck and I didn't know what to do.
But, like you helped me.
>> Thank you very much for responding so nicely.
Let's have presenters sit down.
I want to give a quick shout out.
Just, this is a small thing, but I really like how I see people are actually looking
at each other's papers and analyzing each other's work.
I saw Olga pointing to something on Nayelly's work.
I saw over here, Harlene actually touching Sarah's work, and pointing things out.
That means we're actually getting into the math work, and
I really really like that, and we're engaging with each other.
That's how you work as a team?
Okay?
When you're working on a project together,
you need to like, really really work together.
That is awesome. Okay, that's called social intelligence.
You're working together.
You're learning how to interact socially in an appropriate way.
Now let's give some quick shoutouts to our teammates.
Bryan you. >> I wanted to shout out Ashley because
she, not only did she, like, show her work for the rubric,
she explained it well but she also kept contact with, eye contact with the group.
So she showed that, like, she was, like, giving attention to the group.
>> Really nice, that's another example of social intelligence,
being able to talk to someone in an appropriate way.
Beautiful.
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