as above, so below - videossccde.videossc.com/archives/072015/materials/as above so below.pdfas...
TRANSCRIPT
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Transforming Motivation to Learn
makers of
As Above, So Below
Emily Diehl
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Your Mindset Is the Sea In Which You Swim
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"Children have never been very good at
listening to their elders, but they have never failed
to imitate them.“
- James A. Baldwin
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Children Listen to Every Message
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Farrington, C.A., Roderick, M., Allensworth,
E., Nagaoka, J., Keyes, T.S., Johnson,
D.W., & Beechum, N.O. (2012). Teaching
adolescents to become learners. The role of
noncognitive factors in shaping school
performance: A critical literature review.
Chicago: University of Chicago Consortium
on Chicago School Research.
Successful people
hold “academic
mindsets”
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Academic Mindsets
I belong in this learning community.
I can change my abilities through effort.
I can succeed.
This work has value and purpose for me.
This is not (all) new!
We can be more purposeful.
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Do we really believe it?What about our . . .
Parents?Coaches?
Teachers?
Students?
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Cultivate a Growth Mindset Context
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Fixed Mindset Context
Leader Influence
Judged for mistakes
Performance is valued.
Limited, one-way feedback
Challenges are avoided.
Value: Pedigree & Genius
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Growth Mindset Context
Leader Influence
Safe to take risks
Process is valued.
Feedback goes two ways
Challenges are exciting.
Value: Learning & Growth
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Growth Mindset Context
Teacher Influence
Safe to take risks
Process is valued.
Feedback goes two ways
Challenges are exciting.
Time: flexible Learning: constant
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The leader sets the tone
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Aligning All Levels of the System
Many ideas grow better when transplanted into another mind than the one where they sprang up.
- Oliver Wendell Holmes
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A Lollipop MomentHow many of you are completely comfortable with calling yourselves a leader? - Drew Dudley
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“Real change is possible, but only by taking a truly systemic approach. There are no quick fixes.” - Fulton, 2010
15
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Multi-tiered System of Supports (MTSS)
A coordinated system of supports and services is crucial for ensuring appropriate and timely attention to students’ needs. The Multi-Tiered System of Supports (MTSS) model expands California’s Response to Intervention and Instruction (RtI2) process by aligning all systems of high quality first instruction, support, and intervention and including structures for building, changing, and sustaining systems. In addition, assessments and progress monitoring are employed to allow for a data-based, problem-solving approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)
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MTSS
Source: Kansas MTSS: http://www.kansasmtss.org/
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Source: Kansas MTSS:
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• Universal screening• Multiple tiers of
intervention• Data-driven
decision making• Problem solving
teams • Focus on CCSS
CA MTSS
Essential Concepts
• Addresses the needs of ALL Students
• Aligns the entire system ofinitiatives, supports, and resources
• Implements continuous improvement processes at all levels of the system
RtI2
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RTI2
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Bringing MTSS to CA Schools
(Castillo et. al. 2010)
The implementation of MTSS will “require all school staff
to change the wayin which they have
traditionally worked”across all school settings
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Implementing the Common Core State Standards
“The CCSS addresses the deep challenges of inequality of opportunity between different students exposed to radically unequal opportunities when it comes to the material they study and the quality of instruction they have received.”
- D. Coleman, 2011
22
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MTSS
• Embrace and address the diverse needs of ALL students
• Develop and implement high-quality curricula aligned with initiatives, resources and supports
• Some students will need additional support and interventions
Implementing the CA CCSS Through MTSS
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Stages of Implementation
1. Exploration
2. Installation
3. Initial Implementation
4. Full Implementation
5. Improvement and Innovation
Work to do it right!
Work to improv
e it!
Should we do
it?
https://www.mydigitalchalkboard.org/
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Stages of Implementation
1. Exploration
• Making decisions regarding commitment to adopting the program and practices
• Supporting successful implementation
• Selection of a representative implementation team to
– Establish vision and goals
– Identify the scale of needs
– Anticipate allocation of resources
– Create a professional development plan
Should we do
it?
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Stages of Implementation
2. Installation
• Set up infrastructure
• Establish leadership teams and data systems
• Conduct an audit
• Develop a plan
• Implement professional development plan
Work to do it right!
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Stages of Implementation
3. Initial Implementation
• Try out the practices
• Work out details
• Learn and improve
• Ongoing collection and analysis of progress data to– Determine the benefits to students
– Refine supports, systems, and policies
• Analyze performance evaluation data to provide ongoing coaching and teacher supports
Work to do it right!
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Stages of Implementation
4. Full ImplementationWork to improv
e it!
• All MTSS elements are in place
• Ongoing communication to staff members and the community
• Performance data is continuously analyzed
• Ongoing training and coaching is provided
• Expand the program and practices to other locations, individuals, and times
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Stages of Implementation
5. Improvement and Innovation
• Increase the efficient use of resources
• Improve outcomes for students
• Success requires that staff members continually analyze data
Work to improv
e it!
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What Will It Take?
How Will You Commit?
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Leading MTSS with a growth mindset
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Moves for Leaders
1. Begin with Adults
2. Identify changes in school practices (fixed to growth)
3. Teach students the malleable mind
4. Include parents
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Begin with the Adults
Mindset Reflections
Sharing of learning (book studies, articles, videos etc)
Coaching and feedback
Re-framing
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Scoring
Items 1, 3, 5, 7: copy
your “score” in the
empty column. (re-
write)
Items 2, 4, 6, 8
Reverse your score:
1=6 4= 3
2=5 5=2
3=4 6=1
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We hold both mindsets
Fixed Mixed Growth
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Mindset Reflection:
When has a fixed mindset (this is just who they are) about a colleague or a student
affected your behavior toward that person?
What would a more growth minded choice (believing that the person could grow)
have looked like?
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Your Mindset Is the Sea In Which You Swim
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http://tiny.cc/gm4leaders
Testing the waters…
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Coaching and Feedback
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your growth
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people have done hard things like this and you can learn to as well. I have confidence that you will grow
to hear about what you learn so that
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Culture of Student Efficacy
Am I safe?
Am I being judged?
Do people believe in me?
Do I belong?
Can I do this?
Do I want to?
Efficacy
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Your attention is the most valuable thing in the room.
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“OK, so you didn’t do as
well as you wanted to.
Let’s look at this as an
opportunity to learn.
“This failure does not
define you, what you learn
from this failure will say the
most about you.”
“Even though you haven’t
gotten there yet, the effort
you put in will really pay off
the next time.”
“I am so proud of the
effort you put forth in order
to get this result...(have a
successful event, teach a
new course, complete a
project, etc).”
“Congratulations--you
really used great
strategies for leading,
managing your time,
collaborating, etc.”
“It’s great that you
have that down. Now we
need to find something
a bit more challenging
so you can grow.”
“It looks like your
skills weren’t really
challenged by this
assignment. Sorry for
wasting your time!”
When people succeed as a result of effort
When people succeed with little effort
When students face
disappointment or
failure
Growth mindset ways to challenge, praise, and encourage learners
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Growth Mindset Temperature Check
Pre-Conference
When you are going to do something challenging in class, how do you present
that challenge to students?
How do you use feedback to motivate students?
How do you integrate learning strategies into your content area instruction?
What does a practice and feedback loop look like in your classroom?
How do you encourage a positive peer culture?
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Feedback or Post-Conference
When you present challenging work,
acknowledge that you are asking students to
step out of their comfort zone and that
mistakes are not only expected but useful
(because we can learn from them).
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Feedback or Post-Conference
Provide students with written feedback
without a score attached to it so that they feel
like they can make changes to improve. Try to
make your feedback specific and targeted.
(For example: “Your analysis sentence needs
to be connected to your evidence.” vs. “This
is not logical.”)
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Feedback or Post-Conference
Remember to share specific strategies for
learning, such as connecting new information
to old, using multiple senses for learning
something, engaging actively through
questioning and quizzing yourself, and using
mnemonics.
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Feedback or Post-Conference
Design assessments to measure mastery of a
standard or objective, not mere completion of
a task or percentage correct on an arbitrary
set of items.
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Feedback or Post-Conference
Commend students for pro-social behavior—
which can include accepting challenges,
staying on task, persisting, improving, and
being resourceful, as well as volunteering,
helping others, and being kind.
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Re-framing
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Cultivating MindsetsGrowth Minded Conversations
Student to Student
Teacher to Student
Educator to Educator
Educator to Family
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What would you say?
“Those kids aren’t going to college.”
“We have seen the pendulum swing before…”
“Her brother is the same way – this is just how it is.”
“It’s not fair to the other kids.”
“That will never happen here.”
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•
MESH skills
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MESH skills
Mindsets, Essential Skills, and Habits
Key competencies that can be taught in a school setting to help students succeed.
growth mindset
Self-efficacy
Self-management
Social awareness
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Learning or Performing?
growth mindset
Self-efficacy
Self-management
Social awareness
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Discussion
What is an example of how we can move more classroom time from performing to learning?
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Growth Mindset Math Task Framework
I. Open-ness
II. Different ways of “seeing”
III. Multiple entry points
IV. Multiple paths/strategies
V. Clear learning goals and opportunities for feedback
Dr. Jo Boaler, math professor at
Stanford University
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Good Readers Are Made, Not Born
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• Skills:Fixed Mindset
meaning:
Coping Behaviors:
Long-term Outcomes:
• Reading is slow and effortful
• Limited vocabulary
•Misunderstandings and errors
• Limited
comprehension
• Limited word recognition, fluency, and automaticity
• I don’t understand; it must be too hard for me.
Short-term reading outcomes:
• Frequent confusion; difficulty making meaning
Growth Mindset
meaning:
• I’m slow; I’m not good at this; I’m not smart; Idon’t want to do this.
• I’m messing up; I can’t do this well; I look stupid; Idon’t want to do it!
Avoidance/giving upWithdrawal of effort“Faking it”
There are lots of words I don’t know; I can learn them and I’ll get better.
This is challenging; I need to take my time so I can learn & understand it. If I keep at it, I can learn a lot
I have a lot to learn; Iwant to get better at it.
PersistenceIncreasing effort/strategiesHelp-seeking
Stagnating skillsFeeling of failure & helplessnessReinforcement of FM
Increasing skillsFeeling of success & masteryReinforcement of GM
Literacy through the Lens of Mindsets
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Growth Mindset Literacy Task FrameworkI. Risk-free time period for thinking,
discovery, and practice
II. Modeling of Metacognition
III. Clear learning goals and opportunities for feedback
IV. Explicit , Purposeful Language Support
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Growth Mindset Framing Tool forcommunicating:
Learning Goals&
High Expectations
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growth mindset
Self-efficacy Self-management
Social awareness
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Prepping for perseverance
What are some strategies for teaching students how to
persevere?
Fractions: Got it Not Yet
Perseverance: Fluid…Changing
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Outcome: Perseverance
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Dear Ms. Maichin,
Justin asked me to email you since I forgot to mention something in the parent-teacher conference. After not working on Khan Academy over February break, he said that he didn't want you to think he had a "fixed mindset." (I loved it when he used that term.) I explained to him today that you know he wants to learn but that you really want him to push himself to do more, as do I.
Thanks.
Jennifer
Perseverance: Fluid…Changing
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4 Things You Can Teach to Prepare Students to Persevere
1. Your Brain, Your Habits, Your Skills are Malleable
2. What is the purpose of tests (performance)?
3. How to Learn from Mistakes
4. Be Resourceful Use Strategies
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Learning about the Brain
When students learn that the brain gets
with practice, it affects their motivation and
ultimately, their achievement.
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Critical Intervention: You Can Grow Your Intelligence
Build Scientific Models: Pipe Cleaner Neurons
Animations of neural networks and neuro-plasticity
Art/drawing on a brain graphic when acquiring new knowledge or practice
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Emotions and Learning
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Identify Stress Symptoms
What are your SYMPTOMS?
Learn to NOTICE when you are feeling stressed.
Take ACTION to manage stress.
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Talking about the test: Show what you know!
Test-taking tips and reminders about how to
talk about testing.
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Why do we take the test?
1. to show how much you are learning.
2. to show how much more growth you can make.
3. to show if you know the material that is on the test.
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how smart you are.
your potential.
if you will ever know the material on the test.
It is a snapshot in time!
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Message: Relax , use your best effort, work hard, use your strategies, dig in!
This is a great chance to dig in and find out what you know.
Then use the information when you get the results back to GROW!
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Mistakes and Learning
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Mistakes are beautiful.
Fail fast and often.
Errors are opportunities.
Are you sure?
From Daniel Coyle’s blog: http://thetalentcode.com/2013/12/31/how-to-make-better-mistakes/
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How do mistakes help learning?
Paying attention to WHY and HOW we made
the mistake is what
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Boo Boo Party: I am so glad I made a
Pits and Cherries
Failure Bows
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What is a mistake you recently made that you could learn something from?
Use this frame:
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Be Resourceful Use StrategiesWhat works for you?
Open up the challenge math practice on the computer. Stare at it.
Now stare at it harder.
Close that window and open your email.
Rummage through backpack and get a snack.
Re-open the window and start over.
Click through quickly to get it done.
Open the challenge math practice and lay out your notes next to the mouse.
Look for similarities between the class practice and the computer practice.
Try a few out and see what happens.
Look at what the guy next to you is doing. Ask a clarifying question.
Try a few more and see if it
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Disengagement
“I don’t know.”
“I don’t know what to do.”
“I’m already trying as hard as I can.”
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1. May I please have more information?
2. May I have some time to think?
3. Would you please repeat the question?
4. Where could I find more information about that?
5. May I ask a friend for help?
Source: Jeff Dunn, @edudemic
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a) Assess, give feedback on, & recognize effort
b) Teach students and parents about the different kinds of effort they can use
c) Help people self-monitor and target areas of effort to develop
Effective Effort Rubric
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Effective Effort Rubric In Practice
After a summative test
Have students sit down with the rubric and highlight the behaviors they had leading up to the test.
On the back, ask them to write to you about what they would do differently.
Before taking on a new learning goal
Have students look at 1-2 strands at a time for a week.
Ask them to reflect about how they typically react. Discuss concrete examples of what a growth minded reaction would look like.
87
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What is inspiring you today?
Talk with a partner about where you see
opportunity to share mindset with your
school, students, or family.
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Discussion How could you create a growth mindset “sea” in
your school?
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Transforming Motivation to Learn
makers of
Essential Stakeholders: Families
Emily Diehl
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Talking with families about their children
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FixedGrowth
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When children succeed with
Remember for a moment how challenging this was when your child began. Look at how far she has come!
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When the child not being challenged:
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When the child is struggling despite effort
yet.
I expect your child to make some mistakes. Mistakes are welcome here! This is how we learn what we need to focus on and practice.
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When the child is discouraged and feeling
something because they see peers who have more skills or higher grades. In our class we teach students that they can get smarter and better at anything if they put their minds to it.
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Including Parents
What do parents need to know?
You can grow your intelligence.
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Including Parents
What do parents need to know?
Praise and feedback send lasting messages about
intelligence.
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Everyday Interactions
Subtle verbal feedback from adults can put children in a fixed mindset and undermine motivation, and that this can happen even from valued caregivers who are trying to encourage children.
(Mueller and Dweck 1998; Kamins and Dweck 1999)
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Including Parents
What do parents need to know?
Mindsets affect all children
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Mindset: University of Hong Kong
-Students with a growth mindset about intelligence took an opportunity to take an English Course.
-However, students with a fixed mindset were not enthusiastic.
-Because they did not want to expose their deficiency, they were willing to put their whole college career in jeopardy.
(Dweck 1999)
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Duck Syndrome
Looks effortless.
Paddling madly, studying secretly, etc.
You only look smart if you are NOT working hard.
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Including Parents
What do parents need to know?
Mindsets can be changed.
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Parent Nights!
brains
Use the LeaderKit slide show
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Additional Resources
Mindset, by Carol Dweck, Ph.D. (book)
Mindset TEDx talk: http://youtu.be/pN34FNbOKXc
Mindset Works teacher PD and curricula: http://www.mindsetworks.com
Mindset Works newsletter: http://community.mindsetworks.com/newsletter
More resources for educators at: http://www.mindsetworks.com/free-resources/
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Thoughts, Questions, Feedback