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9/7/2016
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Welcome Cross Creek educators to the Mindsets in the Classroom Book Study! My name is Ali Thetford and we are going to approach professional development in a slightly different manner this year. First, we are using a book study format that has been creeping into our profession recently. Many teachers have commented on the depth of conversation taking place on blogs and have been surprised at their own involvement. In addition to the online element, we will come together at certain times during the study to talk about the ways we are applying the elements behind growth mindset within our classrooms and even our own life.
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students. Inspired by the popular mindset idea that hard work and effort can lead to success, Mindsets in the Classroom provides educators with ideas for ways to build a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential. The book includes a planning template, step-by-step description of a growth mindset culture, and "look-fors" for adopting a differentiated, responsive instruction model teachers can use immediately in their classrooms. (From the publishers)
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.
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Welcome Cross Creek educators to the Mindsets in the Classroom Book Study! My name is Ali Thetford and we are going to approach professional development in a slightly different manner this year. First, we are using a book study format that has been creeping into our profession recently. Many teachers have commented on the depth of conversation taking place on blogs and have been surprised at their own involvement. In addition to the online element, we will come together at certain times during the study to talk about the ways we are applying the elements behind growth mindset within our classrooms and even our own life.
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students. Inspired by the popular mindset idea that hard work and effort can lead to success, Mindsets in the Classroom provides educators with ideas for ways to build a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential. The book includes a planning template, step-by-step description of a growth mindset culture, and "look-fors" for adopting a differentiated, responsive instruction model teachers can use immediately in their classrooms. (From the publishers)
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.
Pre-assessment
Directions: Click on the button below. Read each statement, rate the level of your proficiency/knowledge/skill and post your results and goals online (see format example):
Share your results and goals online:
*Complete the Mindset Implementation Self-Assessment prior to beginning the book. Share your responses below. You are welcome to comment on one other teacher's entry.
**Write a learning goal statement for the book study based on your self-assessment results. Share your goal statement below.
FORMAT EXAMPLE:
Pre-assessment
A. Thetford
9/8/2016
* When I read the self-assessment statements I started to think about my actual class practices versus how I think I embed a culture of "growth mindset" in my classroom. While I believe that all students have the potential to improve, not all students are going to take advantage of it. I guess that's part of my struggle as an educator. How many times have I taught obviously "gifted" students who are apathetic, only willing to do the minimum required? On the other hand, how many times have I taught "struggling" students who never gave up and may not be an "A" student, but their efforts have allowed them to move forward. How much more could the "gifted" student achieve if he, too, worked as hard as the "struggling" student? How much more could my students achieve if I promoted the ideas of work, persistence, and failure as stepping stones to improvement?
**My goal for this book study is to give the idea behind growth mindset a chance and to deliberately infuse growth mindset practices in my classroom.
*Complete the Mindset Implementation Self-Assessment prior to beginning the book. Share your responses below. You are welcome to comment on one other teacher's entry.
**Write a learning goal statement for the book study based on your self-assessment results. Share your goal statement below.
FORMAT EXAMPLE:
Pre-assessment
A. Thetford
9/8/2016
* When I read the self-assessment statements I started to think about my actual class practices versus how I think I embed a culture of "growth mindset" in my classroom. While I believe that all students have the potential to improve, not all students are going to take advantage of it. I guess that's part of my struggle as an educator. How many times have I taught obviously "gifted" students who are apathetic, only willing to do the minimum required? On the other hand, how many times have I taught "struggling" students who never gave up and may not be an "A" student, but their efforts have allowed them to move forward. How much more could the "gifted" student achieve if he, too, worked as hard as the "struggling" student? How much more could my students achieve if I promoted the ideas of work, persistence, and failure as stepping stones to improvement?
**My goal for this book study is to give the idea behind growth mindset a chance and to deliberately infuse growth mindset practices in my classroom.
T. Rappold
9/18/16
* After reading the Self-Assessment, I would consider myself a Practitioner (3) for numbers 1 (all students can achieve) and 6 (focusing on effort in my praise). Since all students come to me already speaking one language, it is easy to believe they can achieve some level of proficiency in their second language. Similarly, they are not expected to speak perfectly so praise is required to celebrate every attempt to communicate in Spanish. For numbers 3 (embedding age-appropriate lessons within my content) and 4 (embedding critical thinking), I would rate myself an Apprentice. Though I do some of those things I speak to language acquisition only. I am curious about how I can do that bettter based on the book study. Finally, I would rate myself a Novice (1) for number 5 (labeling students gifted). I call all of my students at Cross Creek gifted but never considered that this might result in complacency.
** My goal from this book study is threefold: 1. To learn more about Growth Mindset 2. To consider how it relates to learning another language 3. To implement the most relevant aspects in my teaching.
I think many teachers wished they had more time to include "training" of skills as if it is a completely separate from the content. (I also think some of us believe students should already know how to . . . (fill in the blank). I contend that skills can be honed as the content is being taught. I know we all do this to a certain degree, but is this skill building deliberately and intentionally included?
I believe you will meet your goal.
Pre-assessment
J. Little
9/19/2016
As a Beginner Teacher, I am a NOVICE at all six of the growth mindset instructional components. I believe that every person in the world has some gift, and that, unfortunately, many of us go to our graves without ever discovering that gift. It is the duty of a teacher to help students discover their gift. I also believe that many students will be “successful,” however you want to define that word, without the classic approach of high school graduation-->college. The current college model exists, in part, because of the government student loan program. So many students would receive the encouragement and support they need if we expanded apprenticeship programs, entrepreneurship and business programs, and vocational training.
In reading the introduction to Edumentality, I related most to the following points:
--the importance of the size of the groups. Because I am inept at assigning specific roles/parts to team members, many of my groups are dominated by certain students.
--grading plan to include group grade and individual’s grade. I currently do not have a plan for this.
--rubric to spell out responsibilities of group work. I have been advised not to get too caught up in rubrics for grading, but a general group work rubric would be helpful
--the possibility of group work to squash student motivation, participation, creativity, and encourage outright conflict. I have two students, both high achievers, who DETEST group work. They are very, very grade conscious, and they end up doing most of the reporting to ensure the highest grade possible. They much prefer individual accountability. In addition, I have several students who just do not work well together because verbal bantering which escalates to potential insults results.
--the need for group questions in the planning.
--decide how all can actively participate
--require every student to produce something by the end of the group activity
--everyone must put something in writing. I need help with this, particularly on group lab writeups. Just today I implemented my own system requiring each group turning in a writeup to include a jointly decided on contribution percentage, ie. 90% = person X; 5% = person Y; 5% = person Z; 0% = person F. This may or may not work, because no one wants to be a “snitch.” I did see a method similar to this contribution method work last year, when a project done by a team of online students, who communicated by email, shared Google document, and online class, did a soil assessment project. When one student contributed absolutely NOTHING to the project--no verbal or written communication and no work, the self-appointed team leader sent an email to the teacher, separately from the assignment, reporting the student’s apathy. I believe the professor gave the nonparticipating student a 0 for his job. I suppose this was snitching more than a consensus on the amount contributed by each person, and that an anonymous submission of amount contributed would be better.
--need for a group manager/team leader
--use a group rubric to assess themselves and each group member. I would greatly appreciate seeing this.
--if groups get off task, end group work for the day. Today my students worked individually on an opener about looking at three different volcanoes on Google Images and comparing and contrasting them (1 similarity and 1 difference each). I do not know which protocol this was, but after 10 minutes of individual work, the students went around the room comparing answers until we had a list of similarities and a list of differences. However, first period could not seem to settle down to the task, and the laughing, distractions, talking to another student one-fourth of the way across the room, etc, by one student, bought that student an official “Dr. Little pink highlighter WARNING in her planner.
Perhaps most important is to note that human brains do not mature until the mid-twenty’s, so it is inappropriate to label students “regular, honors,gifted,slow, AP-qualified, IB-qualified, vocational tract, etc,” because it DEFINITELY puts them in a certain mindset.
MY GOAL FOR THIS BOOK STUDY IS TO EMANCIPATE MYSELF FROM ANY OF THE NEGATIVE MINDSETS THAT LIMIT STUDENTS' POTENTIAL.
One thing to remember is each student has been exposed to many experiences, positive and negative, about their performance as a student long before we meet them. Sometimes our efforts are not immediately seen, but stay the course and continue to fight against (as you say) "negative mindsets that limit a student's potential."
My goal is to learn more about how to incorporate growth mindset in my classroom and our school culture.
I loved that you mentioned students self-labeling. I refer back to my comment to Dr. Little that students have a lifetime of experiences that create both positive and negative perceptions of self. As you will see, one teacher can make a difference (sorry for the cliche), although you many never see the rewards of your immediate efforts.
Personalization Cadre is a perfect place to enhance (because I think we are already doing it) the school culture using growth mindset practices.
Indeed, modeling "artful questioning" for students allows them to think critically about the answer but also shows students what a good question looks like. It has always been the goal to insert questioning to get students to think critically not only when in the teacher's presence, but all the time. (That's the overall goal, don't you agree?)
Some of the early college protocols are quite sneaky in getting students to think critically. On the surface a student may think that there is no value in them but I tell them it's just another way of approaching problems or challenges. While they may never experience a protocol in a college classroom, the skills they learned will transfer to other aspects of their learning career.
You didn't mention your overall goal for the book study. That's ok, you can comment now or just mention it in the next submission.
Encouragement is only part of the story when it comes to growth mindset as you will soon see in the coming chapters. Many students are "naturals" at particular things and others have to really work hard to get to the same place. The overall emphasis is the value of the work. Even the highly gifted need to experience what persistence, perseverance, and or work feels and looks like or else they may refuse to go beyond their comfort zone.
So glad you are going beyond the text and thinking about how math/brain are connected. It will give perspective and validation on things I bet you already know or suspect.
Here's another Einstein quote: “It’s not that I’m so smart, it’s just that I stay with problems longer.” – Albert Einstein
He truly was a genius!
We need to have that conversation with our students that failure is a part of life and it's what we do with it (i.e. give up or try again) that will most like determine our overall success.
It's ok about statement two. If you refer back to Mr. Huffman's post and then my reply it may give you perspective.
You didn't mention your overall goal for the book study. That's ok, you can comment now or just mention it in the next submission.
Please reply and cite a couple of examples of how you are, for the most part, a practitioner (Don't forget to mention which statements you are referring to in your reply.). Is there one statement that you classified yourself as a novice, apprentice, expert? Why?
Thank you
One area where I genuinely feel strongest in my practice is with the idea that success and growth are truly amorphous, nebulous terms which mean different things to different people. It is perhaps a product of a semi post-modern belief, but I am always less focused on "product" and more focused on "process." In my world, process begets product, ergo, growth and success are nuanced to each individual. This, of course, leads to a whole different argument about standardized testing and the meat-grinder approach to education, but I suspect that will be used at a different time.
This, of course, ties in with number 3. That is more to do with style and the perpetually peppy person just isn't my style. That said, I do often encourage the students and explain that even if their best isn't all that great, it was still their best and they have some takeaway from it all.
I think my area of weakness pertains to number 5 - so-called "labeling." We often find ourselves in a situation where a word like "smart" or "sharp" or "good" gets used to encourage, but also pegs the student into a certain group or expectation. The cynic would say "well, then be honest at all times and really say what you mean." The cynic would also find himself getting fired if he did that. We may use labels as a means of concealing our true sentiment about a student and that, truly, does not do anyone any good.
But how do we fix that? I hate to answer a question with a question, but I suspect that others share the same sort of sentiment.
We've had plenty of examples over the years of parents who, after seeing their successful kids at FSU, return to school and seek degrees themselves. Belief in self is a powerful motivator.
Yes, I agree that if a "process" is sound and meaningful, products will be better and growth will occur.
You don't have to be a "peppy" person to instill a growth mindset culture within your classroom. As you will soon read, it's extending the whole idea of praise and encouragement to encompass (my words) honoring work and effort.
You made me giggle when you talked about number 5 statement. Labeling students, even in our minds, is a fact of life (struggling/high flier). The growth mindset idea may ask us to look at students based on what they are doing now versus a composite statement that "sums up the student in one word." I think you instinctively know that as a veteran teacher.
You didn't mention your overall goal for the book study. You can comment now or just mention it in the next submission.
Looking at all the other post #2 appears to be a common thread.
My personal goal after the book study is to "develop student's (staff) conceptual understanding of learning and the brain, The school goal is to build a mindset school culture.
All of the things we have talked about throughout the posts center on our belief that all students can learn and achieve. Cross Creek is a wonderful example of this belief in action. Even in the event of a student leaving us early (for whatever reason), it is pretty clear that they are better for the experience. Image four years with us!
As for your goal . . .creating a enhanced growth mindset culture here at the Creek is achievable as we are well, well, well, on our way!
Thank you for your reply. Yes, indeed, a positive rapport is very important when working with students. I think that many counselors are inherently in the growth mindset business and, much like your comment, research says accountability (a.k.a consequences) is key for achievement (growth). Your goal is an achievable one and I am sure as these chapters unfold you will find many pearls of wisdom.
I would consider myself to be novice when it comes to how the brain works and how teenagers learn information. Often times I try to incorporate strategies that I believe would be engaging, and the response is not always the one I had hoped for. I think that I am an apprentice of the statement "I intentionally embed critical thinking opportunities into the curriculum". I am a beginning teacher and my subject area is new to me. But I think that as I learn more about my students and content area I will develop ways to make the curriculum more critical.
I also realized that I was merely a practitioner in the area of teaching students to believe that with effort they can be successful and grow intellectually (number 3). In my years as a teaching I have try to embed these ideas in the mind of students, sadly not as often as I should. moving forward I plan to implement this mindset.
I believe myself to be an expert on components 1,4,5 and 6. As a teacher one should always believe that every student once given the opportunity can be successful. Being a math teacher teaching students to think critically is a must in all lesson. I believe myself to be an expert when it comes on to giving labels to student and the effects it can have on the individual student and peers. One should never label a student gifted or otherwise, because that may put added pressure on the student and causes peers to doubt their own abilities. As a math teacher I believe that effort is very important, because great effort yields great result.
One of the things you will read about in the book is the idea behind praise and encouragement. I am sure you will agree that most teachers are great at praise and encouragement, but often it is praise when the student performs well and encouragement when the student may not perform to the standard. That's pretty basic, but Dr. Dweck, leading researcher in mindset, would say praise and encouragement should be emphasized at the work level, the process, not necessarily only at the end, the product.
As a math teacher I know students come with their own ability scale and sometimes it's hard to convince them otherwise. This book study should help you find practical ways to reach all students.
After completing the self assessment I believe I am a practitioner for 2, 3 and 6 and an expert on 1 and 5. I am a firm believer that every student has the capacity to learn. Now, they have to believe in their ability to do so themselves. I praise my students regularly when they do good work by saying "Muy bien" (Good job), and lately we have being clapping when correct answers are given. The students respond well to praise.
When it comes down to labeling students as smart it puts extra pressure on them and every time they answer in class every one expects their responses to be accurate or on point. I am constantly reminding them that we are here to learn, and we can make mistakes.