Mindsets and Moves Using the 4 M’s to Foster Student Independence by Gravity Goldberg
Each one of the 4 Ms stands for a way we can actively approach and support our students. Teachers have found these ways of working with students useful in many areas, from planning for a group, to using them all within the scope of a single conference. In this presentation we will explore each of the 4 M’s and give you a chance to practice working with each one.
What roles could you take on to support independence?
Notice how each “M” represents a different focus in the teaching process. The 4 M’s help ensure we offer students mindful assessment, feedback, demonstration and coaching. page 31
Be a Miner
Mining (continued)
Uncover what and how students read. Step 1: Set a purpose.
Step 4: Listen.
What do you want to find out about the student?
What do you learn from the student about their process?
Step 2: Observe the reader.
Step 5: Collect.
What does observing without judgment look like to you? Step 3: Ask process-oriented questions.
Keep track of it, write it down, leaving room for the next steps…
How can you allow the student to show you how they read?
Click here for the blog post on being a miner.
Review More info the steps of mining...
Mirror Give growth mindset feedback. 1. Be specific. Pick something to identify that is working for the student. 2. Name what IS. Let the reader know what you are seeing. This can be an observational statement about the reading behavior you noticed.
Mirror (continued)
Model
Give growth mindset feedback.
Show Your Process.
3. Make sure it can transfer. Name what you observe in a way that the student can do it again in another context. This means focus it in a way about reading in general, not that specific book, character, etc.
1. Set the context-- tell what to watch for. This might be a restating of some of the mirroring, but now we’re linking it to our work, showing the student how it works in a context.
4. Take yourself out of it. State the feedback about the student starting with something like, “When you…” rather than “I think…”
2. Show your steps. Use a book or example that highlights how you go through the process of what you have decided to teach.
Click here for the blog post about acting as a mirror.
Model (continued) Show Your Process.
Mentor Coach others to try it themselves.
3. Debrief the What + How + Why. Review the steps of the process you are discussing in this interaction. Identify what was done, how it is done, and why anyone would do it. Why is it useful?
1. Guide readers through the steps. Now that you’ve shown it, help them to try this exact thing in their work.
Showing students why it’s useful can give them purpose and motivation to use it themselves.
2. Give clear prompts. Use it as a time for practice, prompting and helping the student as they go. Notice, are you starting to give them room for independence?
Click here for the blog post about modeling.
Mentor Coach others to try it themselves. 3. Use nonverbals to offer less support over time. There may be certain signs or symbols you use with them to help them follow this process in the future. This can allow for a quick review without going through the whole teaching process together… when they internalize it, you can help them turn it on and gradually release them. What sort of method do you imagine for quick review in the moment?
Click here for the blog post about being a mentor.
Please Share Your Experiences
[email protected] @drgravityg www.drgravitygoldberg.com
#MindsetsandMoves
