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Copy of Growth Mindset and Student Achievement
Transcript of Copy of Growth Mindset and Student Achievement
Mindsets and Student Achievement
* We are learning how our beliefs and mindsets impact student learning and achievement in math.
* We are learning more about how to plan rich tasks that reflect a growth mindset and a cognitively guided approach to learning.
* We are thinking about how to use this approach with our current resources and curriculum.
Putting Ideas on the Table
Paying Attention to Self and Others
Promoting a Spirit of Inquiry
Pausing to think
Paraphrasing each other to clarify thinking
Presuming Positive Intentions
Norms of Collaboration
How does mindset impact our work with students?
The reason we are investigating mindsets, is because "a growing body of research (Dweck, Boaler...) demonstrates that the beliefs that educators and students have about math is critical to achievement in math."
And there is a call to action...
"Just as literacy has become every teacher's responsibility, so numeracy needs to be seen as integral to every learning area." (Thornton & Hogan, 2004, p. 313)
Jo Boaler says there is an elephant in the math classroom, and it's a fixed mindset that only some kids are smart at or good at math.
How did this fixed mindset thinking impact you as a math student?
What is your math story?
So how do we reflect a growth mindset in the math class?
Through our words
"Great job, you got the right answer!"
Rather than praising correct answers only, praise effort and student
"My low kids..."
Instead, my students are still learning to....because we believe that every student can learn and we just have to figure out how to get them there.
"My students can't"
Try, "my students can't do it...yet", because we are committed to finding a way to make it happen.
and through the tasks we give students
How could you use rich problem solving tasks in your math class?
What I think?
What my partner thinks?
What we agree on?
TURN and TALK
How do we implement rich tasks while using Envision?
MINDS ON DATA:
What is our data telling us?
What is our data not telling us?
What other information do you need to make sense of this data?
WORKING ON IT
What do you wonder? What do you notice?
-Ask two to three partners to debrief to bring out the learning goal and big ideas.
What is it you want your students to think about?
Ɣ What is the problem you are trying to solve?
Ɣ What do you think affects the situation?
Ɣ Can you explain what you’ve done so far?
Ɣ What strategies are you using?
Ɣ What assumptions are you making?
Ɣ What tools or models may help you?
Ɣ Why is that true?
Ɣ Does that make sense?
You Gotta Think About This!
Get into Envision, or one of the other resources up front. With your grade level teams- find a task or problem that would be "meaty" enough to investigate at your grade level.
Math Coach NWES
Our Words are POWER
What do you notice?
What do you
Tyler & Brad - Land Area Task
Standards for Mathematical Content
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
STANDARDS FOR MATHEMATICAL PRACTICE
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make sense of structure.
Students use their understanding of properties of operations as strategies to help develop an understanding of multiplicative structure.
1. Think about trying this at least once a week.
2. At grade level - discuss & select possible problems to further adapt to promote higher levels of thinking & require that students use the mathematical practices.
3. Try it out! Take a risk!
4. Dare to Share!
Steps to Implementation
You are driving this ship!
Are WE Engaged??
Always, Sometimes, Never?
Research shows students have higher achievement in mathematics and reading when they attend schools characterized by
higher levels of teacher collaboration
for school improvement.
Omar exercised 10 hours a week. He exercised 2 hours each day. How many days did Omar exercise?
Envision Math Textbook Problem Solving Adaptation
Collaboration at Training
Omar exercises 12 hours a week. His coach requires him to exercise the same amount of time each day. Design an exercise schedule that makes sense. Give Omar at least two exercise schedules to choose from.
% of students who selected correct option in each multiple-choice question - questions color coded by strand
Overall Data Per Strands
Danielle and I will be meeting next week to look
at the data in more depth. Information pertaining
to areas of student weakness will be shared with
current grade level teachers & previous year teachers.
Individual ? Data
Have a Great Day!
Update on After School Math PD
A proposal for CEU's is being presented to LPDC this month. If all goes through the 1st session will be held on January 6. Sessions will last 1 hour and begin at 3:45. Total of 10 sessions. Look for a short survey before break so we can get an approximate # of participants.
Where is our
January 2 Hour Delay Topic
What is it?
Why use it?
What does it look like at different grade levels?
Our PLANNING should always center around STUDENT THINKING
There was a
Day 1 to Day 2.
There was a
student feedback also!
We need to talk less and listen more to students....
When we collaborate more