DO Now

Read over last years ideas on how to Read over last years ideas on how to implement the components of implement the components of C.H.A.M.P.S. .C.H.A.M.P.S. .

Write your name and grade level on Write your name and grade level on a post it.a post it.

Flag three ideas in each component Flag three ideas in each component of C.H.A.M.P.S. you implemented in of C.H.A.M.P.S. you implemented in your classroom. your classroom.

Building Leadership Team Building Leadership Team PresentsPresents

C.H.A.M.P.SC.H.A.M.P.S

THETHE

SEQUELSEQUEL

C.H.A.M.P.SC.H.A.M.P.SCChampion Mindsethampion Mindset

HHopeope

AAttentionttention

MMemoryemory

PProcessingrocessing

SSequencingequencing

Eric JensenTeaching with the Brain in Mind

Activity : Carousel BrainstormingActivity : Carousel Brainstorming

1.1. At your table write down as many activities you At your table write down as many activities you can think of that address each strategy that you can think of that address each strategy that you use in your classroom that we have discussed. use in your classroom that we have discussed. You will have 1 minute.You will have 1 minute.

2.2. When 1 minute is up you will rotate to the next When 1 minute is up you will rotate to the next table going clock wise and write down as many table going clock wise and write down as many things as you can for the next strategy. (Bring things as you can for the next strategy. (Bring your marker with you!)your marker with you!)

3.3. We will continue this until each table has We will continue this until each table has addressed each strategy.addressed each strategy.

4.4. Finally the posters will be hung up in the lounge Finally the posters will be hung up in the lounge for you to see what other staff members have for you to see what other staff members have written.written.

DO Now

Read over last years ideas on how to Read over last years ideas on how to implement the components of implement the components of C.H.A.M.P.S. .C.H.A.M.P.S. .

Write your name and grade level on Write your name and grade level on a post it.a post it.

Flag three ideas in each component Flag three ideas in each component of C.H.A.M.P.S. you implemented in of C.H.A.M.P.S. you implemented in your classroom. your classroom.

Talk at your tables for Talk at your tables for 2 mins about what you 2 mins about what you

did.did.

C.H.A.M.P.S. Take 2C.H.A.M.P.S. Take 2

Champion Mind-Set Champion Mind-Set

Champion Mind-Set – Students with a Champion Mind-Set – Students with a champion’s mind-set demonstrate an champion’s mind-set demonstrate an attitude of success and are confident attitude of success and are confident that they can change and learn new that they can change and learn new behaviors. You can build this skill behaviors. You can build this skill through modeling and by discussing through modeling and by discussing biographies of relatable successful biographies of relatable successful people and instilling optimism.people and instilling optimism.

Teaching with Poverty in Mind by Eric Jenson

Hope Hope

Hope – Students who demonstrate Hope – Students who demonstrate hopeful effort have the emotional hopeful effort have the emotional long-term drive to achieve and the long-term drive to achieve and the ability to delay gratification. You can ability to delay gratification. You can build this skill by listening to and build this skill by listening to and encouraging student’s hopes and encouraging student’s hopes and dreams and by teaching goal-setting dreams and by teaching goal-setting and study skills.and study skills.

Teaching with Poverty in Mind by Eric Jensen

AttentionAttention

Students with strong attentional Students with strong attentional skills possess the ability to stay skills possess the ability to stay focused for detailed learning, to shift focused for detailed learning, to shift when needed, and to resist making when needed, and to resist making impulsive decisions. You can build impulsive decisions. You can build this skill through project based this skill through project based learning, inquiry, music training, and learning, inquiry, music training, and drama and theater arts.drama and theater arts.

Teaching with Poverty in Mind by Eric Jensen

MemoryMemory

Students with good short-term and Students with good short-term and working memory have high visual working memory have high visual and verbal capacity. You can build and verbal capacity. You can build this skill through in-depth projects, this skill through in-depth projects, music, and drama.music, and drama.

Teaching with Poverty in Mind by Eric Jensen

ProcessingProcessing

Students with strong processing skills Students with strong processing skills are able to manipulate and manage are able to manipulate and manage visual, auditory, and tactile sensory visual, auditory, and tactile sensory input. You can build this skill through input. You can build this skill through such varied activities as music, such varied activities as music, cooking, writing, visual arts, critical cooking, writing, visual arts, critical thinking, and sports.thinking, and sports.

Teaching with Poverty in Mind by Eric Jensen

SequencingSequencing

Students with strong sequencing Students with strong sequencing skills are organized and able to apply skills are organized and able to apply strategies and prioritize tasks and strategies and prioritize tasks and items. You can build this skill items. You can build this skill through such activities as music, through such activities as music, cooking, projects, sports and math.cooking, projects, sports and math.

Teaching with Poverty in Mind by Eric Jensen

Now without talking to Now without talking to your neighbor think about your neighbor think about what you can do in your what you can do in your classroom consistentlyclassroom consistently

to support each to support each component.component.

1 min.

The Edited VersionThe Edited VersionAs a team choose one activity for each As a team choose one activity for each

C.H.A.M.P.S component that you C.H.A.M.P.S component that you agree to implement. agree to implement.

Write the activity out in detail on the Write the activity out in detail on the form provided.form provided.

These forms will be turned into the These forms will be turned into the Administration Team to monitor. Administration Team to monitor.

What do I do with the rain What do I do with the rain drop?drop?

Write the name of your activity on Write the name of your activity on the rain drop and attach it to the the rain drop and attach it to the yellow umbrella.yellow umbrella.

This will be our visual reminder of the This will be our visual reminder of the commitment we made.commitment we made.

Help! Help! I Need A Life Line!I Need A Life Line!

At each of your tables their will be a At each of your tables their will be a Leadership Team Member to assist Leadership Team Member to assist you!you!

Catherine Tauskey, Stephanie Infiesta, Catherine Tauskey, Stephanie Infiesta, Rachel Scott, Kiana Brown, Kendall Rachel Scott, Kiana Brown, Kendall Mobley, and Asha ForrestMobley, and Asha Forrest

Time to Share!Time to Share!