The Spartans swept all singles and doubles matches. SJO's singles and doubles squads were flawless, taking key wins on the road.
ST. JOSEPH - St. Joseph-Ogden bounced back in commanding fashion Monday night, defeating Hoopeston Area in straight sets in front of a supportive home crowd. Just days removed from a 2-0 loss to Oakwood, the Spartans regrouped and rolled to a 25-15, 25-10 sweep, ending the Cornjerkers’ hopes early and extending Hoopeston’s losing streak to eight matches.
Outside hitter Emerson Williams powered the offense with six kills across the two-set match. Addi Childers chipped in four kills, while Hadley McDonald and Ally Schmitz added three apiece. On defense, Emma McKinney anchored the back row with six digs, and senior libero Katie Ericksen followed with five. McDonald rounded out her solid night by contributing four more digs.
The Spartans also found momentum at the service line. Ava Alexander was unstoppable, landing four aces in her seven serves. McDonald backed her up with four aces of her own in 13 attempts, giving SJO a decisive edge in both sets.
With the victory, the Spartans improve to 4-8 overall and look ahead to a road trip tonight to face St. Teresa in Decatur. The Bulldogs (2-9), who opened the season with seven straight losses, are seeking to gain traction. SJO then returns home Wednesday to host the Danville Vikings. Hoopeston falls to 1-9 with the loss.
TAGGED: SJO volleyball win over Hoopeston, St. Joseph-Ogden vs Hoopeston volleyball, Emerson Williams SJO volleyball, Ava Alexander aces SJO, Hoopeston losing streak volleyball
For example, when I asked them to draw conclusions from data or generate a process for testing an idea, some students replied, “Why don’t you tell us what to do?” or “Isn’t it the teacher’s job to tell us the right answers?”
In other words, my students had developed a strong preconceived notion that knowledge comes from authority. After investigating, my colleagues and I concluded that these beliefs about learning were influencing how they approached our lessons – and thus what they were able to learn.
Photo: Annie Spratt/Unsplash
All students come to class with a range of beliefs about what it means to learn. In the field of education, perhaps the most sought-after belief is what we call having a growth mindset. Students with a growth mindset believe they can improve and continue to learn. In contrast, students with a fixed mindset struggle to believe they can become more knowledgeable about the topic they’re studying. When students say, “I’m bad at math,” they exhibit a fixed mindset.
As teachers, we not only try to help students understand the topic at hand but also aim to instill accurate beliefs about learning so nothing interferes with their ability to take in new information.
Some students and teachers equate learning to memorizing.
While memorization has a role in learning, deep learning is about understanding. Students will be well served recognizing that learning is about explaining and connecting concepts to make meaning.
Why is an explanation more useful than just an answer?
For example, I was once working with a preschool student when they proudly demonstrated their ability to recite the numbers 1 through 20. I then asked the student to count the pencils on the desk. The student did not understand my request. They had not connected these new words to the number concept.
To help students recognize the importance of understanding for learning, teachers and parents might engage students in questions such as, “Why is connecting a new idea to an old idea better than just trying to memorize the answer?” or “Why is an explanation more useful than just an answer?”
Learning is complex and requires challenge
Students’ belief that learning is akin to memorization may reflect a related belief that knowledge is simple and learning should be easy.
Instead, educators want students to embrace complexity and its challenges. Through wrestling with nuance and complexity, students engage in the mental effort required to form and reinforce new connections in their thinking.
When students believe knowledge is simple and learning should be easy, their engagement in higher-order thinking, which is required to embrace complexity and nuance, suffers.
To help students who are struggling grasp a complex idea, teachers and parents might ask questions that help students see why learning is complex and requires challenge.
Learning takes time
When students believe learning is simple and easy, educators should not be surprised they think learning should be fast as well.
Instead, students ought to understand that deep learning takes time. If students believe learning is quick, they are less likely to seek challenge, explore nuance or reflect and make connections among ideas. Unfortunately, many curricula pack so much intended learning into a short amount of time that beliefs in quick learning are subtly reinforced.
Photo: CDC/Unsplash
While teachers can get creative with curricular materials — and spend more time challenging students to explore complexity and make connections — just spending more time on a concept may not be enough to shift a student’s beliefs about learning.
To help students shift their thinking about the speed of learning, I ask them to discuss questions such as, “Why do you think understanding complex concepts takes so much time?” or “Why would only covering this concept for one lesson not be enough?” With these questions, my colleagues and I have found students start to recognize that deep learning is slow and takes time.
Learning is ongoing
Students should also recognize that learning doesn’t end.
Unfortunately, many students believe learning to be a destination rather than an ongoing process. Yet, because knowledge contains an inherent level of uncertainty, and increased learning often reveals increased complexity, learning must be continuous.
To help students reflect on this belief, teachers and parents might ask their students, “How do you think your knowledge has changed over time?” and “How do you think your learning will change in the future?”
Learning is not only from teachers
I remember one high school student telling me that “teachers are supposed to tell us the answers, so we know what to put on the test.”
This student had apparently figured out the “rules of the game” and was not happy when their teacher was trying to engage them in higher-order thinking. This student was holding onto a transmission model of learning in which learning comes from authority figures.
Instead, students should recognize that learning comes from many sources, including their experiences, their peers and their own thinking, as well as from authority figures.
While teachers and parents may hesitate to undermine their own authority, they do students a disservice when they do not prepare them to question and go beyond authority figures.
... helping kids develop more robust beliefs about learning just might be the most important thing teachers can do...
To help students shift their thinking, teachers might ask students to consider, “Why might learning from multiple sources help you better understand the complexity and nuance of a concept?”
Building better beliefs about learning
Often, teachers and parents believe opportunities to engage in higher-order thinking are enough to help their students develop better beliefs about learning.
In my experience, the conversations I’ve had with students using the questions noted above are highly engaging. Moreover, helping kids develop more robust beliefs about learning just might be the most important thing teachers can do to prepare students for the future.
TAGGED: growth mindset in education, student beliefs about learning, higher-order thinking in classrooms, teaching strategies for mindset, lifelong learning skills
TOLONO - Crewe Eckstein celebrates as he heads to the sidelines after scoring a Unity touchdown against Central Catholic in their Week 3 conference game at Hicks Field. Eckstein and the Rockets (2-1) travel to Dick Duval Field for their annual gridiron matchup with St. Joseph-Ogden (3-0).
Do you know Illini Prairie football?
Submit your picks for this week's Friday Night Forecast and see how your calls stack up against other Illini Prairie Conference football fans. Drop back by OurSentinel.com Friday morning to see which teams are predicted to win as they work to qualify for this year's state football playoffs.
Week 3 Scores
Central Catholic 34, Unity 27
St. Joseph-Ogden 51, Illinois Valley Central 16
Prairie Central 14, St. Teresa 13
Monticello 36, Rantoul 14
Paxton-Buckley-Loda 48, Pontiac 22
