Mindsets in the classroom 3

10/13/2016

Greetings Cross Creek Educators,

It's been a very difficult week thanks to Hurricane Matthew. I have extended NLT dates for the previous entry, but I am also adding the third installment for those who have completed entry number two.

Using some of the tools in the growth mindset toolbox may be beneficial to both teachers and students during this time. Once students return to school, acknowledge the loss and setbacks but forge ahead in the work that needs to be done. The "work" can be a distraction for those who have suffered greatly. You've got this! Our students are in great hands when they return, thank goodness!

In this hybrid book study teachers will earn a total of 12 hours (1.2 ceu's) for reading each chapter, responding to discussion prompts online, and sharing application of ideas. You will be given no later than (NLT) dates for completing chapters.

I want to thank Melissa Storms for giving me much needed help with this study. In growth mindset fashion, I had to experience a little failure in order to become a better blogger.

Instructions:
Read chapter three, click on "comments" to answer. Number your answers to correspond with the questions. Your application assignment follows (Veteran teachers will have a different assignment than BT teachers). If you have questions feel free to contact me. athetford@edumentality or [email protected].

For all teachers:
1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.

Application assignment:
Veteran teachers-
Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Check off all differentiation strategies currently in consistent use in your classroom instruction. Choose ONE Differentiation Idea from this chapter to try in your classroom that is not consistently used.

3. With your pseudonym student in mind (that is, a student that has a fixed mindset tendency), share what you tried, what went well, and what you might do differently next time.

Differentiation Ideas:
1: Preview & Preassess
2: Curriculum Compacting
3: Flexible Grouping
4: Anchor Activities/Management
5: Acceleration and Enrichment
6: Formative Assessment

BT teachers-
3. Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Find one of the strategies listed that you will try (example, create a pre-assessment for an upcoming unit of study or forming intentional instructional groups, etc) and share what you tried, what went well, and what you might do differently next time.

32 Comments

Kelley Hasapis

10/21/2016 11:32:31 am

All Teachers:
1. A teacher's mindset about students and their learning abilities directly affects the performance of children in the classroom. If a teacher enters the classroom with a fixed mindset, be it about race, learning ability, socio-economic status, sexual orientation, etc., then they are already placing parameters on the students' achievements well before any instruction is given. They will not teach with the expectation that all students can learn, and this will inhibit the students from reaching their maximum potential.

2.I currently use many Differentiation Practices in my classroom. The Preview and Preassess that I commonly use is giving an Anticipation Guide to all students before a novel is introduced. This way I can gauge students' opinions about certain topics that will be introduced in a novel. We will later revisit this Guide and see if any of their opinions have changed after reading the novel. I also use Flexible Grouping when I put my students together. I take the results from the Preassess and use that to put students in groups that will maximize their learning. I also commonly use Anchor Activities in my classroom, especially for my students that tend to work ahead and have a firm grasp of the information. Naturally, I use formative assessment because it is what my students are testing on at the end of the semester. I need to work on two Differentiation Practices in my classroom: curriculum compacting and acceleration and enrichment.

Ali Thetford link

11/14/2016 03:09:31 am

Thanks Ms. Hasapis for your comments on Chapter 3. Anticipation guides are quite effective for previewing student understanding and adjusting the overall lesson plan to meet the needs of all. Of course, being intentional and deliberate when it comes to the statements/questions that students will see is critical in success.

A student has a lifetime of fixed mindset experiences. Remember that talking about fixed and growth mindsets to students is a beginning step. The author would say that the ideas behind fixed vs growth should be shared and shared again. Research says the more the concept is discussed, the more it will be attempted.

10/21/2016 11:58:51 am

Veteran Teachers
3. I have tried many differentiation techniques on my selected student and some have worked and some have not. The biggest obstacle I face with her is that she seems to have a fixed mindset herself. She thinks she cannot succeed, and as a result, she puts up walls that inhibit her growth. I am trying my hardest to get her out of that frame of mind. Things that seem to work for her are preassessments (anticipation guides) and flexible grouping. She seems to do well when she is with a group that pushes her to her learning potential. I am interested in learning more about curriculum compacting so that I can use it on her.

Julia Little

10/26/2016 08:46:09 pm

Mindsets in the Classroom, Assignment 3, A. Thetford

Instructions:
Read chapter three, click on "comments" to answer. Number your answers to correspond with the questions. Your application assignment follows (Veteran teachers will have a different assignment than BT teachers). If you have questions feel free to contact me. athetford@edumentality or [email protected].

For all teachers:
1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?

The teacher’s mindset about the student’s abilities affects the rigor of the instruction. If the teacher assigns a student to a certain learning level, then he/she is exhibiting a fixed mindset and limiting the growth of the student. Rigidity in a teacher’s mindset will limit his/her ability to use pre-assessment techniques, curriculum compacting, flexible grouping, anchor activities, acceleration (when appropriate, since this is what Fayetteville Academy does to make themselves look better than the public schools in the area, NOT enrichment so much), and formative assessment (since he/she already has an assessment).

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.

Currently, in my classroom, I would use the following table to describe the use of these differentiation practices. (in Google documents this was a table)

DIFFERENTIATION PRACTICE
EVER USED
RANK IN USEFULNESS
Preview/Preassess
One way I used the preview was to show YouTube videos of the tsunami in Japan in 2010 with the resultant utter destruction, Mount St. Helens, and a super video about liquefaction. These videos definitely caught the students’ attentions. The main way I have used this is to ask the students if they learned aspects of Geologic Time, for example, in Middle School; or aspects of the atmosphere. The problem with using this method too much at CCECHS for me is that we have feeder Middle Schools from all across the CCS system, and the instruction is very different. Some of my 9th graders know how to do unit conversions, use a triple beam balance, understand graphs, etc, whereas others do not. Miss Howard has shared with me Quizlet as a method of pre- assessment, which I hope to use more frequently as I finish up my CCS online classes on computer skills.
1
Curriculum Compacting
I have used this technique in the teaching about Geologic Time and the Precambrian when students described units in middle school (one student described a whole month about this). I then found an in-class laboratory which combined skills of radioactive decay and radiometric dating with the principles of geology and Geologic Time. This was particularly useful after the 5 instructional days off after Hurricane Matthew.
3
Flexible Grouping
I use this method of differentiation more often to pair similar achieving students for more challenging tasks. Mrs. Rappold has provided me a SmartBoard random generator. However, repeatedly I see that when a superachiever is paired with a less motivated student, the superachiever does the work, little collaboration occurs, and the less motivated student gets a free ride. Right now I have my class seating stratified by grades. The top grades are in the back, with the two very highest grades using the comfortable roller desk seats. The students have not been told this, but I am quite sure that they have figured it out. The students who require more attention and assistance from me are closer to the front. About 75% of the time a team is required this week, however, I have used the random generator. Unfortunately, I had an incident this week in which students, when assigned their team 5 days ago, could not remember their partner, and we had to do the random generation again. Later a student told me it was because several students just did not like their partners. I still have quite a difficult time achieving the collaboration which I think is healthy, empathetic, and mindgrowth related. I am seeing a high priority being placed on grades in my class.
4
Management (Anchor Activities)
No, I have not used this differentiation method well at all. My students can move to another project or homework, but I have not devised “deeper” material. Honestly, I have so much work and projects going on, that I am not sure they can delve much deeper. My students are doing a literature review of three original research articles they have read, a debate on a hot topic in the environment, a slide presentation on ecosystems, cycles, or energy, and a graph project. Unfortunately, these all have different team partners, so students must move to homework, which t

Alison Thetford link

11/14/2016 03:20:28 am

Thank you Dr. Little for your reply. I see that you are doing a lot of consulting with your colleagues in terms of methods and practices. I think that is wonderful as we can learn so much from each other. This ties nicely with collaborative grouping that we employ at the early college. In terms of growth mindset, encouragement to dig deeper, work through mistakes and failures, as well as work with others is the order of the day.

While I am not quite sure about your reference to the Fayetteville Academy (we can talk next time), it is obvious that the complete lecture model for secondary students has been proven to reach some, but not others. Being mindful of ways to enhance the ideas of work, persistence, and effort for students is the backbone of the growth mindset model.

Be a bit more compact in your answers as there is a cut-off. I look forward to seeing what your student is up to in the next chapter.

Keno Kerr

11/1/2016 05:42:07 am

1. If a teacher enters a classroom with a fixed mindset then he/she has already placed boundaries on their students' learning potentials. They have a set mindset that the student can only reach a certain level in their education and will not achieve any more. This is extremely bad because it is selling children short and that can have a lasting effect on their future educational successes.
2. I use many different differentiated practices in my classroom. Before I begin a unit, I formally ask questions to gauge where my students are. This way I do not have to waste time reteaching a concept they already know. This is Preview and Preasses. I also use Flexible Grouping in my classroom. I feel that the way I group my students in small groups impacts the way that they learn. I will group students with different levels together so that they can help one another. I also use Formative Assessments. I orally ask questions to assess the learning that is taking place. I also have students respond in writing about what they have learned. I also monitor and observe students in their learning groups to see how much knowledge has been acquired. In an Early College setting, I think all of these practices are important. Our goal is to get all students ready for their future education on a college campus. These are all practices that will benefit them in a variety of classrooms.
BT Teachers
3. After looking at the Teacher Checklist, I realize that I use some type of assessment everyday, both formative and summative. Quizzes, classwork, and homework are designed so that I can monitor their learning. I adjust my instruction based on these results.

11/14/2016 07:43:28 am

Hello Mr. Kerr and thank you for your reply. What assessment strategy did you try and was it successful?

By the way, always try to find ways that require everyone in the class to contribute to answers. If you, even randomly, call on a few students for answers you only know if the "chosen" know it or not. A great way to work through this is to do a white board meeting in which they all work the problem and/or all write the answers on individual white boards and then they display their answer all at the same time. It keeps students who "hide" accountable!

Rod Hosking

11/1/2016 05:58:00 am

All Teachers:
1. A teacher's mindset obviously affects student learning. As a curious sidebar, doesn't the labeling of students as AG or EC(etc...) ALSO promote fixed mindsets - in point of fact don't those government designations already dictate to a child to some degree whether there will be success or failure?
2. I use all but Curriculum Compacting on a very regular basis. All of these are important. The use of each of these would depend on multiple variables in the classroom that would not allow me to make any general assumptions without more observation and data.
Veteran Teachers:
With Horace, I may have tried a variety of strategies to improve his learning situation. I may have put him in a grouping where I thought it would be more beneficial to him. I may have asked some questions in advance of an assignment or lesson that might build into what we were doing that day. I might have tried some different formative assessments ideas depending on the situation at hand. I know this is very hypothetical bur am not the best at imagining a situation. Over the years I have employed most of the things the book detailed in some degree and with varying success. The individual, the lesson, the dynamics of the classroom, the administration, the school culture, family life, etc... all play roles in what I would do, try to do, or purposely make a point of NOT doing.

Patsy Patrick

11/6/2016 04:30:35 pm

Mr. Hosking,
I do agree that we have a fixed mindset when it comes to the labeling of students as AIG or EC. We automatically go from one extreme to the other. We expect AG to be the ones who excel and the EC we typically say "that is the best they can do being an EC student". I had not thought about the fixed mindset in regards to these students.

11/14/2016 08:05:35 am

Hello Mr. H. YES, YES, YES!! Your sidebar hits the mark and this is one of the reasons we are having a book study on growth mindset. As we have already discussed, society tends to be outcome oriented and labeling only intensifies the effect.
AG/EC labels do not necessarily measure things like apathy, motivation, boredom, or simple self worth. I have taught many an "AG" student that has failed because "it" was just too hard! I have had numerous EC students work themselves out of failing because they kept working. Labels should be guide posts not the total journey summed up in a few words.

I have heard teachers label kids- sum them up- and then treat them accordingly. Remember, I am saying that students should be held accountable, but, are we "designating" them before we teach them on the very first day by our thoughts, words, and deeds?

The growth mindset model challenges us as professionals to honor the work, to assist in creating the conditions for students to look at failure as an opportunity, and to model the mindset for them in how we work to help them.

Keep working with that hypothetical Horace!!

Alexis Howard

11/1/2016 08:38:27 am

Instructions:
Read chapter three, click on "comments" to answer. Number your answers to correspond with the questions.

For all teachers:
1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?

It is a direct correlation to that student's ability to perform in the classroom. It also tends to be a common stigma that stays with them during the duration of their high school career. As educators, we need to do a better job of trying to get the students to not see themselves with labels, but help them strengthening their weaknesses and using their strengths to help others. If we are truly differentiating in our classroom too, these labels will hopefully not be as prominent either.

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.

I will say I tend to use more of the preview method at the beginning of each unit as opposed to the preassess method. Many of the topics they learn in my class are brand new topics, so I like to start normally with a flip day at the beginning of the unit where they are briefly introduced to the main topics. That way when we get to them in more detail, they are familiarized with them. I also try to implement a consistent management plan in my class by using a similar routine they go through each day (start with bell work, then we do a brief class talk, then they do a group activity or a lab, then some type of wrap up.) I do think as educators, we tend to do all of these to an extent even if we don't label them as such.

Application assignment:
BT teachers-
3. Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Find one of the strategies listed that you will try (example, create a pre-assessment for an upcoming unit of study or forming intentional instructional groups, etc) and share what you tried, what went well, and what you might do differently next time.

One of the components of the checklist that I use in every unit is the "Develop anchor activities related to the unit". I understand that some students will need more time and other less to comprehend the content, but I always include extra supplemental material and assignments that they have access to in their folders. This way if they finish an assignment early, they can take a look at those, or if they need more help, they can also look at those. I also think vocabulary is a huge part of science, so they have a flash term based assignment each unit that helps with with broad concepts that is due the day of the Unit test.

11/14/2016 01:59:21 pm

Hi Ms. Howard and thank you so much for your response. You said, "I also try to implement a consistent management plan in my class by using a similar routine they go through each day (start with bell work, then we do a brief class talk, then they do a group activity or a lab, then some type of wrap up.)" You are on the right track and the author would most likely say that is a great first step. Differentiation has had a horrible reputation in education for being too difficult (time consuming, value for work, implementation or grading considerations, just to name a few) but true differentiation, if planned and delivered consistently, can aid the teacher in creating a growth mindset classroom. Peruse the many websites devoted to differentiation and you will begin to see numerous ways to implement without all of the hassles mentioned above. You will be glad you did!

Jennison Shields

11/1/2016 01:07:23 pm

1. A teacher's mindset about student learning will determine the amount and type of response given and, consequently, the effectiveness. If the teacher does not believe a student can do any better, then she will accept the learning outcome without pushing the student.

2. I currently use previewing, flexible grouping,and formative assessment regularly. I think all of these are important, but formative assessment seems to be the most important if I have to pick one. Assessing student learning frequently and in multiple ways is the necessary in a responsive learning environment.

3. I used a cumulative review sheet as an anchor activity during group work at stations. Very few students had any down time between stations, so it wasn't used much. SpongeBob did stay engaged at each station, but that may be because he knew he had no choice but to work on the station work or the anchor sheet. I will continue to include an anchor activity to see if it helps keep students on task.

11/14/2016 02:18:14 pm

Hi Ms. Shields, thank you for your response. I really liked the comment about teachers pushing students because it seems that happens a lot in secondary education and the teacher, rightfully so, may give up because it appears that the student can care less about the situation. What if, instead of pushing them to . . . (fill in the blank), we "hammer" the ideas of hard work, persistence, perseverance, etc? What if we message that failure is a step to learning versus only the end product? Pushing to continue to work, to struggle, to fail and then recover, to own the effort and to live with consequences is what teachers do often. If we can make it consistent within a classroom and then the school, I am hopeful (and data from Dr. Dweck) the overall achievement will increase.

11/17/2016 07:00:29 am

Hello Ms. Shields, I appreciated your response. I believe formative assessments are very important in the classroom as well. It not only informs students about their progress, but it also gives teachers an opportunity to promote the ideas behind growth mindset. I wonder what the conversation would look like if I brought up the topic of "failing/failure?" I only ask because as a teacher I most likely tried to avoid the topic in a group setting. Now that I have some insight into the ideas behind fail/failure/living up to one's expectations, the conversation would be different. Perhaps having a "growth mindset" conversation about failure could possibly change the serious stigma of failure. . .

Kenny Huffman

11/1/2016 05:45:31 pm

1. I don't think it's any revelation that a teacher's mindset affects student response. You develop relationships with students, you demonstrate on a daily basis that your goal as an instructor is to prepare students for professional life, and you sustain the relationship the best you can.
2. Periodically, one may find preassessments, anchor activities, and formative assessments in my instruction. The formative assessments seem to be the technique I would use more often.

Update on Jaromir: For our latest writing assignment, I required that all students have a partner proofread their work before submission. I have noticed better grammar and syntax in general from many of the students, including Jaromir. I'll continue to monitor his progress.

11/17/2016 07:09:12 am

Hi Mr. Huffman,

Thanks so much for your response. I agree that a teacher's relationship with a student, especially in the teen years, is very important to increase achievement. In my classroom, I used the word "we" versus "you" and "I". I noticed right away that when I placed myself within a learning group as a team, trust was built sooner. Do you think the element of trust is important in the growth mindset model? If students truly believe you are fighting (cheering) for them even when it's not going well or they are sabotaging their own learning, perhaps we can eek out a bit more work/achievement. Of course, the growth mindset model does not excuse anyone from their responsibilities and, indeed, it is not a nirvana moment, but opportunities to inform students that work is good, persistence is good, risk-taking is good, and, failing can be good if something is done about it.

Tammy Rappold

11/2/2016 04:07:42 am

For all teachers:
1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?

The adage, “Students rise to the level of [a teacher’s] expectations” comes to mind. As the book states, differentiatiation is responsive to a student’s needs. If the teacher doesn’t believe a student can progress (grow in intelligence), the teacher won’t try new ways to reach that student.

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.

Preview/Preassess: I always start class by playing the role of the “new student.” I ask them questions to give me insight into what they have or have not learned from Spanish I with the other teacher. I also like to use the Gestalt theory (see the whole picture, individual pieces of it and then see the whole picture again).

Curriculum Compacting: I have not followed through on this idea. I have preassessed but not taken the next step to then tailor the class to my students’ needs.

*Flexible Grouping: I have a strategy for this one. Desks are arranged in pods of 5-6 because of the constraints by the room. Students are initially organized alphabetically so I can get to know their names. After the first report card, I organize first by grade and then by personality. In each pod there is an A-B student(s), a C student and a D-F student. Students are reorganized along this model. For specialized lessons, students are sorted randomly using several gimmicks to make it fun.

Management (Anchor Activities): I always have something that needs to be turned in for student accountability. As far as Anchor Activities, I like to rotate groups through to the SMART Board as I work with other groups. It usually is some sort of application or vocabulary practice activity but is always perceived as fun by the student. Another sort of Anchor is a set of practice exercises / videos that offer an alternative explanation and reinforcement of the basis of the lesson.

*Acceleration/Enrichment: Enrichment is what teachers want students to do because it allows them to go deeper while still staying at pace with the rest of the class. Acceleration is what the advanced students prefer to do to finish the task. For native speakers I add literature because it doesn’t feel like busy work but does allow me to work with them separately at intervals.

Formative Assessment: Digital tools are a tremendous help to achieve this goal of finding out how much learning has taken place while the lesson is still unfolding. Kahoot! Is an online game that lets me get a feel for student learning as well as allows me to download a spreadsheet of individual student results to get a numerical view of achievement.

*The starred practices are the ones I believe are most beneficial in an early college. Flexible Grouping allows students to develop interpersonal and leadership skills for application later on in a college classroom. Since most of our students come to us either well prepared, highly motivated, or both, Acceleration/Enrichment strategies keep our students engaged.

Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Check off all differentiation strategies currently in consistent use in your classroom instruction. Choose ONE Differentiation Idea from this chapter to try in your classroom that is not consistently used.

My choice: “Analyze preassessment.” My habit has been to look at preassessment globally rather than individually.

3. With your pseudonym student in mind (that is, a student that has a fixed mindset tendency), share what you tried, what went well, and what you might do differently next time.

I think my student has trouble with any synthesis activity. She knows pieces and parts of the lesson to pass the test but struggles with writing because she hasn’t learned enough vocabulary. I will try to pay closer attention to her preassessment and then put her in a group that will nurture yet challenge her at the same time.

Differentiation Ideas:
1: Preview & Preassess
2: Curriculum Compacting
3: Flexible Grouping
4: Anchor Activities/Management
5: Acceleration and Enrichment
6: Formative Assessment

11/17/2016 07:18:40 am

Hi Ms. Rappold, Thanks for your response. I wanted to talk about your student- you said, "I think my student has trouble with any synthesis activity. She knows pieces and parts of the lesson to pass the test but struggles with writing because she hasn’t learned enough vocabulary. I will try to pay closer attention to her preassessment and then put her in a group that will nurture yet challenge her at the same time."

I think you are on the right track with this one! When we deliberately and intentionally group students to eek out more learning we are modeling the growth mindset model covertly! I wonder how much more work for you if you differentiated enough to give certain students homework that focuses on vocab or structure, etc? There has always been criticism within our profession that if we differentiate homework (perceived "hard" vs "easy") we make students feel put upon or even less than. But don't you think if we explain that some need further assistance in one aspect of the lesson versus another the stigma of hard vs easy can be lessened? Food for thought!

Tashiana Reynolds

11/2/2016 08:36:09 am

1. When teachers predetermine a student's potential, the willingness to explore that student's strengths has been lost. For example, if I decide that my 4th Period is not college bound, I may subconsciously produce rudimentary lessons for them. Thus lessening their chances of becoming college ready.

2. I use preview assignments, flexible grouping, and formative assessments regularly. As far as choosing a practice that is most important for Early College Students, I am tied between "Anchor Activities" and "Acceleration/Enrichment". Both encourage students to expand their minds and prepare them for "college-like" thinking. They also deter students from moments of distraction or disengagement. Keeping these kids interested in course material is vital to their education and academic growth.

3. I have had my ACR I students take a pre-assessment to determine their personality type. This helped students to better understand various personality types and ways to use personal character traits to their advantage. The majority of my students enjoyed the assignment and learned more about themselves in the process. If I were to do this activity again I think I would try to find a assessment that had a wider range of character traits, as there were some students who did not think any of the traits applied to them.

11/17/2016 07:27:59 am

Hello Ms. Reynolds,

Thank you so much for your response. For new teachers management seems to be the most difficult aspect of teaching and yet, anchor activities can be a teacher's best friend. While you have heard me say during BT Meetings "Students love novelty," I have also said that there must be structure and predictability within a class meeting. For me, I always had a bell ringer (students knew exactly what they were doing as they walked into class), the lesson (that's the novelty part) and the closure (students knew exactly what they were doing as they exited the class). How does this connect to growth mindset? If we require "work" when arriving and "work" when the lesson is happening, and work when they are leaving, the overall message is-when you are in this classroom, we work. Period. Does that mean we eliminate fun? No, it means we are working and having fun at the same time! What do you think?

11/7/2016 07:34:37 am

1. Being at a small school it is easy for us to develop a fixed mindset based on input from colleagues and their experiences with a student(s). Students may excel in one class and struggle in another so we must be careful not to be influenced with both a fixed or growth mindset based on a conversation. Students will put forth more effort for teachers who encourage them while holding high expectations is and has been my belief.
2. The differentiation practices I used when I was in the classroom were Preassess and formative/ summative assessments. My role now had me look to see if I am using any differentiation with our staff. I use acceleration/enrichment by flipping the PD to staff and going deeper when we come face to face. The challenge is the fixed mindset toward professional development.
I believe all the practices are essential for the early college. I see many of the practices be used in the classrooms. However, I think acceleration/enrichment probably are the least used by teachers for a number of reasons.
3. The differentiation practices I used when I was in the classroom were Preassess and formative/ summative assessments. My role now had me look to see if I am using any differentiation with our staff. I use acceleration/enrichment by flipping the PD to staff and going deeper when we come face to face. The challenge is the fixed mindset toward professional development.
I believe all the practices are essential for the early college. I see many of the practices be used in the classrooms. However, I think acceleration/enrichment probably is the least used by teachers for a number of reasons.

11/17/2016 07:43:12 am

Thank you very much for your response, Ms. Patrick. You said, "Being at a small school it is easy for us to develop a fixed mindset based on input from colleagues and their experiences with a student(s). Students may excel in one class and struggle in another so we must be careful not to be influenced with both a fixed or growth mindset based on a conversation. Students will put forth more effort for teachers who encourage them while holding high expectations . . . "

It can be quite undermining to a student-teacher relationship when a teacher forms an opinion about a student based on another teacher's experiences. Much like arriving at a new job, I'd liked to be measured based on who I am not on how others perceived me. We can do no less than this for our students! To be sure, there are students that have notorious reputations before they even set foot into our classroom and what would the growth mindset model say about it? Much like the message of work for our students, teachers have to work harder for some students than others.

Tiffany Starling

11/8/2016 08:14:14 am

For all teachers:
1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?
A teachers mindset affects the students tremendously. If a teacher has a fixed mindset that a student just will not do good in their class, then the student is not going to perform in their class. With that being said, a teacher can go above and beyond to encourage a student (especially in math) that they can excel with a little practice and determination, yet the student still does not preform.

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.
I currently use Flexible Grouping, Acceleration/Enrichment and Formative Assessment in my classroom. I believe Formative Assessment is most beneficial in the early college classroom and even in a traditional classroom because you are assessing what the students are retaining in order to see if they students can move on, if they need more instruction, or if you as a teacher need to go about teaching the topic a different way.

BT teachers-
3. Use the Teacher Checklist for Planning Differentiated, Responsive Instruction on page 54. Find one of the strategies listed that you will try (example, create a pre-assessment for an upcoming unit of study or forming intentional instructional groups, etc) and share what you tried, what went well, and what you might do differently next time.
One strategy that I will try in the upcoming unit is to develop anchor activities related to the unit. I have a few students who are always waiting on the rest of the class to finish their problem, and this way they will be engaged and obtain more challenging practice. One strategy I use every day is formative assessments. It is very crucial in math to make sure the students are understanding how to solve the problem, because the next day builds on the previous. My lesson plans always change for week because sometimes I need to spend more time on a topic, and them some days I can combine two topics in one day because the students understood it so well.

11/17/2016 10:04:31 am

Thank you so much Ms. Starling for your response. You said, "With that being said, a teacher can go above and beyond to encourage a student (especially in math) that they can excel with a little practice and determination, yet the student still does not preform."

I am going to ask this question, who is working more in the scenario above, the teacher or the student? It is hard to deny that when a teacher feels that they are working hard for a student and the student doesn't perform, what's the point? But, in fact, that is the point of the entire idea behind growth mindset. The message for our students is if something is not working to make "it" easier to understand or do, try something else, but keep trying. Keep working and keep seeking ways to increase achievement. There are many different ways to solve problems as there are different ways to reach students. Some are easier to reach than others; it's the human condition. Much like we tell our students, frustration is part of being human. It's what you do with the frustration that matters . . . keep going!

Jane Merritt

11/15/2016 08:41:43 am

1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?

In a classroom the teacher sets the tone for the feel of the classroom, so a teacher's mindset can have a huge impact on student responsiveness and effectiveness. Teachers directly impact all aspects of a classroom and I think mindset is a large part of what you believe students can do.

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.

In my class I use Preview/Preassess, Formative Assessment, and also Acceleration/Enrichment. I think that Acceleration/Enrichment is the most beneficial for an early college classroom because we have to make our students college ready.

Veteran teachers-
3. With your pseudonym student in mind (that is, a student that has a fixed mindset tendency), share what you tried, what went well, and what you might do differently next time.

With Steven I have tried different strategies including some flexible grouping. This strategy is often difficult to do in ACR due to students having different schedules. However, when I can get the students to work together in groups it is often very beneficial. Steven still has a fixed mindset but I am still working to help him have a growth mindset.

11/17/2016 10:45:38 am

Hi Ms. Merritt, thanks for your response. Oh Steven! He's going to be a tough one to reach, I can tell. I know your class has obstacles due to the set-up of coming in and out.

Here is a quick a-ha- for him to hear you talk about. I am not sure the exact nature of Steven's struggle, but here are a few examples of growth mindset talk. "Instead of worrying about "winning," (winning could be substituted for many things) commit to the process of training. Instead of worrying about writing a bestselling book, commit to the process of publishing your ideas on a consistent basis. Instead of worrying about getting six pack abs, commit to the process of eating healthy each day."

I am sending you, via email, something to give to your "Steven" and anyone else that may need a reminder. Research in this field says that if Steven is aware of this "thing" called mindset, he may be more open to it. Good luck!

Kevin R McGinnis

11/15/2016 09:03:59 am

1. How does a teacher’s mindset about a student’s learning ability directly connect to the responsiveness and effectiveness of instruction?

Functionally and fundamentally, this is the core of who we are and how our classroom operates. We all have assumptions about students - the majority of them are formed by virtue of having previously taught them or observing them in other classes - but how we respond to that is the function of powerful teaching. We may know that Student "A" has a history of behavioral issues, but that doesn't mean he/she will forever be pegged into that mindset. We, as the adults in the room, need to be able to look past our own experiences and observations and allow a student to operate as an independent entity outside of a mindset which has previously been established.

2. What differentiation practices (Preview/Preassess, Curriculum Compacting, Flexible Grouping, Management (Anchor Activities), Acceleration/Enrichment, Formative Assessment) from the chapter are currently in regular use in your classroom? Which practice do you think is most beneficial in an early college classroom and explain why.

I do often use preview/preassess through things such as pre-tests and anticipation guides as well as what I call "recycling" of questions - I think we all will reuse questions from a quiz on a unit exam from time to time. Likewise, those of us with EOCs use preassessments in the form of Benchmarks and other assorted SchoolNet good and plenties. Additionally, I will use a form of flexible grouping, mostly with things like writing skills - I can utilize the students with certain skills and abilities to enhance the skills of those who are lacking. If Jim is good at MLA formatting but not so hot with comma usage, I can pair him with Frank who is quite adept at grammatical structure, but can't get his paper set up properly. And management is well established - writing objectives and warm-ups, discussing the starter, etc. There is definitely a system at work.

And the research paper is entirely based on enrichment and formative assessment. Each part builds and feeds off the previous part building to a whole. There is a summative aspect to it, but the bulk is formative and intensive.

Part 2 coming in the next comment...

11/15/2016 09:15:18 am

Part 2

3. With your pseudonym student in mind (that is, a student that has a fixed mindset tendency), share what you tried, what went well, and what you might do differently next time.

Differentiation Ideas:
1: Preview & Preassess
2: Curriculum Compacting
3: Flexible Grouping
4: Anchor Activities/Management
5: Acceleration and Enrichment
6: Formative Assessment

With "Mert," I worked a bit more in terms of enrichment and formative assessment. This was by conducting a one-on-one conference with the student regarding the research paper. The student had already received feedback on introduction and conclusion as well as MLA formatting. This student regularly reminded me (as well as the class) that (s)he had been using it since middle school and how much (s)he hated it.

In the conference with "Mert" it was revealed that the MLA (s)he had been taught was both outdated and incorrect. By being able to sit one-on-one with the individual, I was able to get through to him/her about the need to broaden horizons and realize that not everything is stuck in a permanent state. Not everything you learned in Middle School was correct and must remain exactly as it was for ever and ever (amen).

The actual activity involved sitting the student across from me at my desk and the student recorded the conversation on their phone to be able to go back and listen at a later date. The student responded to direct questioning while also listened and recorded notes while I read and discussed the paper. The student was able to ask clarifying questions and I was able to provide additional, substantive feedback.

"Mert" has continued to struggle with accepting criticism. This individual simply believes that because (s)he did something once it is automatically a 100%. Additionally, "Mert" has difficulty accepting feedback and criticism as a positive thing - this individual takes all criticism as a personal, monumental failure and internalizes all shortcomings as catastrophic. This sentiment has improved since the previous year, but those habits rear their ugly heads a little too often.

As for improvement - for future conferences and one-on-ones, I would request the students bring an additional copy of their research papers for them to make notes on and annotate as we discuss and evaluate the draft. This way they can record notes in their own hand exactly as needed in the paper without having to interpret my notes and commentary. This takes a little of the confusion potentially out of the equation.

11/21/2016 11:30:52 am

"Mert" seems like there is a lot riding on what is already known and there isn't a lot of room for much else. As I have mentioned to others on this blog sometimes being very clear about the fixed vs growth mindset approach is what is needed most. I researched "self-criticism and growth mindset" and found a brief (because that is what students demand these days) outline. I will send the entire article to you so that perhaps you can share this with "Mert" in a very, "I noticed it's hard for you to take productive criticism, I wonder if you would read this article I found. It may help you understand that I am trying to help you become a better writer."
Please let me know if you do not receive it.

Milagros Rivera

11/20/2016 11:18:12 am

1) A teacher's mindset about a student's learning ability directly connects to the responsiveness and effectiveness of instruction, it can be affect the rigor of the lesson. If you have a fixed mindset about the low achievers in the class vs. the higher performers your delivery of the lesson is somehow changed. I see this as maybe an opportunity where differentiation should be put in place. Maybe this can be the time to approach the not so advanced level students and group them in a separate table where we can continue working on the topic of confusion. I believe that the rigor of the lessons are impacted with the different achievement levels. I use this as a teaching tool where the the student who really understand a concept tries to teach or explain it to the one that does not quite get it. I plan on grouping students in the separate table like I mentioned before and reteach material as needed.

2. I often use formative assessments in my classroom. Observing, listening and probing for comprehension are most beneficial to me because once I gauge what they know I can decide if I can move forward or continue reinforcing the same concepts. Teaching a second language is challenging because there is so much material that must be covered in all the levels
and students need to be more receptive, apply and put into practice what has being taught. Vocabulary needs to be memorized and put into use. Live Binder is a useful tool if students decide to use it.

3. As for my case study student , I am trying to be more understanding and it's very hard. Sometimes I get the feeling that it is a personal rebellion. Her fixed mind set makes her unreachable at times. She is vocal about not wanting to be recorded when we do our speaking practices and this is not a negotiable point for me. I need examples of my student's performances. Again she questions the why we need to be fluent on a second language or even why they only have Spanish as a choice,, According to her she has absolutely no use for Spanish.
I have given in by allowing her to sit by herself (not completely alone but she shares a table with my on line Spanish 3 student) and I am not too pleased with that idea. I don't want her to feel singled out so when I ask her questions, I make sure she is not the first student to be asked. Honestly, I am running out of ideas. I am open to your input.

11/21/2016 01:40:23 pm

Hola Sra. Rivera! Thanks so much for your response. Your student is indeed a professional challenge and all of the buttons pushed are ones that she has used before...she is good! When the student tells you that she has no use for Spanish remind her that bilingual employees (even those with rudimentary skills) often get more money per hour than someone without skills. But more importantly the message to her is that in order to graduate from Cross Creek she must complete this course of study! This will make her eyes roll back, but you are on record!

I am also sending you a little something I found on the internet. This explains your student's actions and perhaps with these thoughts you can communicate with her on a one to one.

Cross Creek

Early College

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