Developing and Modeling Growth Mindset Resource Guide Presented by: The Florida-Caribbean Louis Stokes Regional Center of Excellence
Content Developed and Facilitated by: Diana Bowen, PhD University of the Virgin Islands Diana.Bowen@uvi.edu
Florida-Caribbean Louis Stokes Regional Center of Excellence
MindsetsForSTEM.org Twitter: @FLC_LSRCE Facebook: @FLCLSRCE
Š 2020 FL-C LSRCE All Rights Reserved.
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Included Modules 1. Faculty Mindsets, Language and Student Feedback 2. Strategies and Tools for Promoting Growth Mindset in Students 3. Strategies and Tools for Promoting Active and Reflective Learning *Links to accompanying video recordings are found at the end of each module
Hello! I am Diana Bowen Research Interests: Noticing and naming students’ mathematical strengths and resources, elementary mathematics specialists Teaching Strength: When I am teaching I try to never say something the students can say.
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Module 1: Faculty Mindsets, Language and Student Feedback
Florida-Caribbean Louis Stokes Regional Center of Excellence
MindsetsForSTEM.org Twitter: @FLC_LSRCE Facebook: @FLCLSRCE © 2020 FL-C LSRCE All Rights Reserved.
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Learning Objectives ● Know the difference between growth mindset and fixed mindset ● Understand how growth mindset and fixed mindset played a role in your own education and in your role as an educator ● Understand how growth mindset plays a role in mathematics/science ● Be able to identify examples of language that use a growth mindset perspective and language ● Be able to create feedback statements highlighting students’ strengths and resources 5
Our Teaching Strengths Debriefing from our Pre-Session Activities
Our Strengths • • • • • • • • • • • •
My ability to connect with my students x 2 A lot of active learning x 2 Keeping struggle productive Patience I’m very responsive – there are lots of ways to get ahold of me I care I like to make students feel comfortable x 2 I’m good at getting students to collaborate and work together I use students’ [funds] of knowledge Using a student-centered approach x 2 Give [good] explanations I emphasize learning is an ongoing endeavor
• • • • • •
• • • •
I’m good with student engagement I like to hear what students are thinking I identify the unique contributions of each student The interactivity I bring to my classes I have a unique perspective because I have been in the industry I relate well to students who tend to struggle with math My ability to relate content back to students’ everyday lives Connecting one-on-one with students Thinking of creative ways to help students understand course material Motivating students 7
Prior Experiences Our prior experiences as students and instructors
Results from our Pre-Session Poll
How much do you know about growth mindset research? n = 51 No idea but I want to know
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I know a little bit
Secure on the facts but want to know how to use it
Have experience using it; looking to develop further
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How convinced are you about growth mindset research? n = 51 Need convincing it can be useful
Pretty sure it can be useful
Know it is useful
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Connecting to the Readings and Videos: Fixed Mindset Language, Growth Mindset Language, or Ambiguous Language?
Sort Activity using Desmos: https://student.desmos.com/join/dhcpwc
Growth Mindset, Fixed Mindset or Ambiguous Language?
Reflective Journal 1 Debrief •
How did your parents, professors, and/or teachers praise you as you were growing up or in college?
•
Did they tell you how “smart” you were or did they focus on how hard you worked? I worked really hard and strongly believed effort was the key.
I was definitely praised for being smart, with the common "gifted" response of becoming a perfectionist and figuring any failure meant I was anything but.
When I was a child, my parents praised my hard work in and out of the classroom. My parents definitely praised me for being“smart” and not on how hard I worked. “A pleasure to have in class” “What a wonderful student!”
The praise that I remember receiving was typically more focused on talent or smarts than effort... I was labeled "gifted," and there was a sort of expectation that I would be smart and good at things without much effort.
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Reflective Journal 1 Debrief How do you praise others? I typically praise outcomes for those that have good outcomes and effort for those that are struggling. I'm hoping that I'll learn to be more conscious of the words I chose to use when I'm talking with my students.
I too praise others by giving them positive feedback regarding their efforts and their process of arriving at their intended result‌ there is beauty in the struggle/process and the importance of celebrating the small victories along the path to their end goal.
I try to praise others for their effort & growth, even for their mistakes and being willing to make them, but I slip up ALL THE TIME with superficial praise.
I catch myself still praising for intelligence every so often with my niece when we talk on the phone. I make sure to elaborate on the praise to fix my mistake when I notice, but praising for intelligence is definitely more ingrained for me.
I work to praise strategies, choices, or struggle. 13
Reflective Writing Prompt: Think about an experience (either personal or professional) that triggered you to have a fixed mindset reaction or behavior. Possible Examples: • Being asked to do something publicly when you didn’t feel confident about being able to do well, such as public speaking or doing math in your head in front of others. • Being criticized or laughed at in a way that felt unfair or humiliating. • Feeling frustrated that things weren’t going as planned in a high-pressured situation like a tight deadline. • Performing a new task in front of others with more experience or skill. Describe the Event: What was the context? How did you feel? What were your thoughts? How did you behave/react? 14
Reflective Writing Debrief Delving Deeper: Are there any strategies that would help you respond differently in the future? For example, what might you say to yourself? What might you do differently? Who might you seek support from? Group Share: Share your story and the strategies you came up with. Link to Students’ Experience: How might you, as instructors, alleviate them? Debrief of Activity: Was this useful? How might you use this with students? Is there anything you would do differently?
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Growth vs. Fixed Mindset Looking at skills and abilities using a continuum
Growth vs. Fixed Mindset Continuum Step 1: Pick an item from the list. Step 2: Place yourself along the mindset continuum. Step 3: Discuss with a peer or group:
1. How malleable do you think ____________________ is? 1. Do you think ____________________ is something that can be improved? Resource: https://www.mindsetkit.org/static/files/Continuum_Activity.pdf 17
Growth vs. Fixed Mindset Continuums (continued) Step 1: Pick an item from the list. Step 2: Place yourself along the mindset continuum. (Place your Meeple on the continuum.) Step 3: Discuss with a peer or group: 1)
How malleable do you think ___________ is?
2)
Do you think _________ is something that can be improved?
List Artistic Ability
Creativity
Extraversion
Athleticism
Intelligence
Math Ability
Ability to pay attention
Meeples Not very malleable/ Cannot be improved
Very malleable/ Can be improved
Reflect: Growth vs. Fixed Mindset Continuum 1. Were there any ah-ha moments or surprises for you?
2. What worked about this activity? What didn’t? 3. Do you think you would use this activity with your students? Why or why not? Resource: https://www.mindsetkit.org/static/files/Continuum_Activity.pdf 19
Practice: Naming Students’ Strengths Using a Sentence Frame to Name Students’ Strengths even when work is Wrong or Incomplete
Goals for this Portion of the Module • Broaden our conceptions of what counts as a strength in STEM classrooms
• Be able to notice and name students’ strengths (even when the work is partially incorrect or incomplete)
• Practice and learn how to use noticing and naming students’
strengths to promote a growth mindset perspective in students
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Reflection: Do you have any prior experiences observing teaching or watching videos of teaching?
Activity: A student was asked to create a multiplication problem using the numbers 3 and 5. What do you notice about this student’s work?
Working on Task Activity: Taking on a Student Lens • It is important for instructors to explore tasks through a learning lens • • •
before exploring tasks through a teaching lens. Spend 3 to 5 minutes working on the task individually. Spend 5 to 10 minutes working on the task in small groups. If you finish early, brainstorm a list of strengths students might demonstrate while working on the task.
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Complex Instruction Pedagogy
Support Students’ Participation Teaching Goal
Assign Competence Teaching Practice
Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom. Third Edition. Teachers College Press.
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Assigning Competence When instructors publicly name a specific and intellectual strength based on what a student is saying or doing and it is connected to the group’s progress.
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An Example from Jilk’s Work “Rashida created a system for organizing and making zeros and then keeping track of them in an algebraic expression. I think this is smart because it allowed Rashida and her group to keep track of their terms and combine them correctly.” (Jilk, 2016, p. 195)
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Activity: Practicing Naming Students’ Strengths (Find a peer to partner with if possible) Step 1: Spend 3 to 5 minutes reading student work samples.
Step 2: Sort the work samples by student’s level of understanding. Step 3: Take turns naming students’ strengths using Jilk’s sentence frame (a sample template is included). 28
Practice Using a Jilk’s Template: It was smart when [name of student] did/said [evidence], and I think this was smart because [how does this strength support student’s learning?]. (Jilk, 2016, p. 195)
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Reflect on Naming Students’ Strengths •
What are some strengths you noticed?
•
When was it easy to notice students’ strengths?
•
When was it more challenging to notice students’ strengths?
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Connecting Noticing and Naming Students’ Strengths to Growth Mindset Research • Teachers are identity builders and affirmers. • If you know students’ and their motivations you have more insights into students’ strengths. • Teaching should leverage students’ cultures, contexts, and identities to promote learning.
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Connecting Noticing and Naming Students’ Strengths to Growth Mindset Research • Students with a sense of agency make decisions around their participation. • Students see their peers as intellectual resources • Teachers can convey whose contributions are valuable and potentially disrupt issues of status
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Module 1 References and Resources Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom Third Edition. Teachers College Press. PERTS Mindset Kit. (2020). Professional Development Activities and Resources. Retrieved from: https://www.mindsetkit.org/growth-mindset-educator-teams/growth-mindset-professionaldevelopment-materials/pd-activities-list Raygoza, Mary; León, Raina J.; Norris, Aaminah; Junsay, Chris; and Lee, Cliff. Humanizing Online Meetings (2020). [article]. https://digitalcommons.stmarys-ca.edu/school-education-facultyworks/1824 Sherin, M. G., & van Es, E. (2003). A New Lens on Teaching: Learning to Notice. Mathematics Teaching in the Middle School, 9(2), 92–95. 33
Module 1 Videos Part 1: https://www.youtube.com/watch?v=BjwKcHGVPB0&t=192s
Part 2: https://www.youtube.com/watch?v=6wU2vp8DeE4&t=179s
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Module 2: Equity-Driven Strategies and Tools for Promoting Growth Mindset in Students
Florida-Caribbean Louis Stokes Regional Center of Excellence
MindsetsForSTEM.org Twitter: @FLC_LSRCE Facebook: @FLCLSRCE © 2020 FL-C LSRCE All Rights Reserved.
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Module 2 Overview: Equity-Driven Strategies that Promote Growth Mindset in STEM and Beyond • Understand how to use strategies, tools, reflection, and resources to investigate how you know your students
• Understand how to use strategies, tools, reflection, and resources to investigate how you know your support students’ participation 36
Reflection Activity Think about a “Famous Failure.� It can be someone from your discipline or popular culture. 1. Find a person who failed at something. 2. How did this person fail? 3. How did this person come back even stronger to accomplish their goals? Resource: https://wabisabilearning.com/blogs/mindfulness-wellbeing/growth-mindset-activities-kids 37
Examples of “Famous Failures” Reflections • • • • • • • • • •
Albert Einstein Alexander Fleming x 2 Beyoncé Knowles The Coca-Cola Company Jimmy Buffett NASA Engineers Nick Jonas Oprah Winfrey x 2 Thomas Edison Walt Disney
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Learning Objectives •
Identify and share your growth mindset story
•
Know the difference between growth mindset and false growth mindset
•
Be able to notice students’ strengths even when the work is incomplete or incorrect
•
Be able to use teaching strategies to support students’ active learning
•
Be able to use teaching strategies to support students’ reflections
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Our Growth Mindset Stories Using Think-Pair-Share Strategy
Our Growth Mindset Stories Activity: Think-Pair-Share Directions: • Find a colleague or friend. • Spend (at most) three minutes sharing your growth mindset stories. • Spend (at most) two minutes asking your partner clarifying questions about their growth mindset story (if necessary). • Look for commonalities across your growth mindset stories.
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False Growth Mindset Using Think-Pair-Share
Think-Pair-Share: False Growth Mindset Directions: • Find a colleague or friend. • Spend up to two minutes reviewing module 2’s accompanying article and/or thinking about your response to the following prompts. Prompts: What is false growth mindset? What does it look like? • Discuss with your partner the above prompts. Link to article: https://www.edutopia.org/blog/recognizing-overcoming-false-growth-mindset-carol-dweck 43
Practice: Naming Students’ Strengths Using a sentence frame to name students’ strengths, even when work is wrong or incomplete.
Assigning Competence When instructors publicly name a specific and intellectual strength based on what a student is saying, doing and it is connected to the group’s progress. (Cohen and Lotan, 2014)
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It was smart when [name of student] did/said [evidence], and I think this was smart because [how does this strength support student’s learning?]. (Jilk, 2016, p. 195)
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Examples from our Science Participants • It was smart when Bill said, “the sugars are passed on again” and I think this was smart because it shows making connections between different parts of the food web and where nutrients originally come from. • It was smart when Gerardo employed the food chain as part of his answer. I also think it was smart in that he realized that the hawk was a secondary consumer. He recognized that energy content originates in the plants that herbivores consume.
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Examples from our Engineering Participants • It was smart when Connor said that the reason to test the prototype was to, “see if it works or needs to be modified,” and I think this was smart because Connor’s answer shows he is thinking about a specific, logical reason why we should do that step. When Connor knows the reason for this step, it will guide him to perform the step better in real life. • It was smart when Adam concisely described the engineering design process for building a house, and I think this was smart because it shows that to describe the process, you don’t need to be wordy. 48
Examples from our Math Participants • It was smart when Jemma drew both the front and the side view of the box for the smoothies, and I think this was smart because it helps us to see the measurements of the end result so that we can plan for the measurements and shape of the net. This is helpful to know what our end goal is for this box. • Amy did a great job of labeling the net of the box. Amy gave information about the net stating the diameter of the bottle and the number of bottles the box will hold. This is smart because it tells anyone looking at this net what it was meant for. 49
Examples from our Student Affairs Participants • It was smart when [the] Buffington University Student provided source information for the materials they wrote and edited, and I think this was smart because it allows prospective employees to review samples of their work. • It was smart when Mary Hernandez provided her “LinkedUp” Profile information, and I think it was smart because it allows her to professionally market her skills that might not be on her resume.
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Activity: Practicing Naming Students’ Strengths Step 1: Spend 3 to 5 minutes reading student work samples. Step 2: Sort the work samples by student’s level of understanding.
Step 3: Name students’ strengths using Jilk’s sentence frame. Step 4: Reflect on the activity using the discussion prompts. 51
Reflect on Naming Students’ Strengths •
What are some strengths you noticed?
•
When was it easy to notice students’ strengths?
•
When was it more challenging to notice students’ strengths?
•
How do you plan to name the strengths in students’ contributions in your courses?
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Noted Challenges on Naming Students’ Strengths • • •
It is difficult to balance being concise and making the statement a statement that can be said aloud with being specific and justifying the strengths in the students’ contribution. Instructors may find themselves noticing the same strengths in students’ contributions or noticing the same students’ contributions. Instructors may inadvertently insert messages about who has the power and authority to name strengths in students’ contributions in the classroom. 53
Teaching Strategies for Active Learning • What do they look like? • How can I use them in my classroom?
Have you used any of the following active learning strategies in your classroom?
Think-PairShare
Peer Instruction
Free Recall: “Brain Dumps”
Low-Stakes Assessments
Think-Pair-Share What does this look like in the classroom? (An example)
1. Instructor poses a question 2. Instructor gives students sufficient time to think on their own 3. Students are paired, and they discuss their responses 4. Instructor asks students to share out something they learned from their partner. 56
Peer Instruction What does this look like in the classroom? (An example) 1. All students answer a question, this question can be open-ended or multiple choice and it can have a right or no right answer. 2. Students commit to an answer.
3. Students discuss with someone who has a different answer and justify their responses with a rationale and evidence. 4. Students respond to the same question again. 57
Low-Stakes Assessments What does this look like in the classroom? (An example) 1. Students complete a low-stakes assessment (ungraded) prior to class. 2. Instructor reviews students’ responses to look for areas of misunderstanding or difficulty among students.
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Free Recall: “Brain Dumps” What does this look like in the classroom? (An example) 1. Instructor gives students a blank sheet of paper (or post-it notes) • Ask students to write down everything (or at least three things) they can remember about a topic or concept. 2. Students self-assess • See if the information students included is comprehensive or if key pieces of information is missing. 3. Instructors use students’ “brain dumps” to form a class “brain dump” • Use “brain dumps” prior to teaching the topic or concept OR after teaching a topic or concept. • Ask students to discuss “brain dumps” in small groups prior to whole-class summary. OR • Use a gallery walk to give students the opportunity to share their “brain dumps”. Online Practice for: ”Brain Dumps”:https://padlet.com/dianabowen/GrowthMindset 59
Discussion on Active Learning Strategies Small-Group Roles and Discussion Questions Group Roles: Facilitator, Recorder, Reporter, Resource Manager (Boaler, 2016)
Discussion Questions: How have you used _________________ in the classroom? How could you use _________________ in your classroom? What would _________________ look like in a hybrid or online course? What are some of the challenges to using _________________ ? 60
Teaching Strategies for Summarization and Reflection • 3-2-1 Exit Ticket (Session 1 Exit Ticket) • Concept Mapping with Connecting Words (See next slide) • Reflective Journaling (Session 2 Exit Ticket)
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Teaching Strategies for Summarization and Reflection: Concept Mapping • Concept Mapping without Connecting Words Growth Mindset
Carol Dweck
• Concept Mapping with Connecting Words Growth Mindset
is a concept developed by
Carol Dweck
Software for Concept Mapping: https://cmap.ihmc.us/ 62
Setting up Positive Norms in the Classroom • • • • • •
Set high expectations Value and normalize mistakes and setbacks Value and stress the importance of questions Use ability grouping Reframe your language and help students reframe their language Model positive self-talk
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
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Setting up Positive Norms in the Classroom • Emphasize STEM is about creativity and making sense • Emphasize STEM is about making connections and communicating ideas • Emphasize STEM courses are about learning not performing • Emphasize depth is more important than speed
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
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Reflective Journal Choose to respond to one or more of the prompts below: •
Which of the active learning strategies or strategies for reflecting on learning do you use in your courses? How did you use the strategy?
•
Which of the active learning strategies or strategies for reflecting on learning do you plan to use in your courses? How will you use the strategy?
•
What challenges might arise (or did arise) when you implement(ed) a strategy?
•
What positive norms are most important in your courses? Why?
•
How will you set up your courses to emphasize these norms?
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Module 2 References and Resources Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass. Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom Third Edition. Teachers College Press.
Jilk, L. M. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188-199. PERTS Mindset Kit. (2020). Professional Development Activities and Resources. Retrieved from: https://www.mindsetkit.org/growthmindset-educator-teams/growth-mindset-professional-development-materials/pd-activities-list Raygoza, Mary; León, Raina J.; Norris, Aaminah; Junsay, Chris; and Lee, Cliff. Humanizing Online Meetings (2020). [article]. Retrieved from: https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/1824
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Module 2 Videos Part 1: https://www.youtube.com/watch?v=THNNraCB9z4
Part 2: https://www.youtube.com/watch?v=imZLzs9kEE4&t=141s Part 3: https://www.youtube.com/watch?v=0xPbI2Kb17Q&t=135s
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Module 3 Strategies and Tools for Promoting Active and Reflecting Learning
Florida-Caribbean Louis Stokes Regional Center of Excellence
MindsetsForSTEM.org Twitter: @FLC_LSRCE Facebook: @FLCLSRCE © 2020 FL-C LSRCE All Rights Reserved.
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Learning Objectives • • • • • •
Be able to use teaching strategies to support students’ active learning Be able to use teaching strategies to support students’ reflections Understand how to use student surveys and introductions to build relationships with students Be able to use student surveys to learn more about students to make decisions about teaching and learning Be able to conduct observations to reflect on and unpack issues of status, agency, and participation in your classroom Be able to provide opportunities for revision in your classroom
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Active and Reflective Learning Strategies A brief recap on strategies: Active Learning: Think-Pair-Share, Peer Instruction, Free-Recall: �Brain Dump�, Low-Stakes Assessments Reflective Learning: 3-2-1 Exit Ticket, Concept Mapping, Reflective Journaling
Examples from Colleagues Manesha: Uses guided meditations from SF College’s Counseling Website with am to bring calm and positive energy and counteract anxiousness in mathematics and she uses a “my schedule” timetable to help students reflect on how much they study.
Heidi: Field notebooks with standard set of reflection questions: ”What did you see today that is unique?” “What stereotypes did you incur?” “Two things I never knew…” ”Two things I’ll never forget…”
Examples from Colleagues Keyna: Post-exam analysis: “Did I misread the directions? Did I make careless errors? Did I make concept errors?� Lorisha: Test Corrections: Reflection on the when/what/where/how they studied and a SMART Goal on how to improve on the next exam and then students can resubmit two problems to earn additional partial credit.
Getting to Know your Students Your first objective is to give a short survey. (Beliefs, attitudes, dispositions, prior experiences, strengths or interests.)
How do you build relationships with your students? How do you learn about them? "Share something from your personal life with students and let them see that you are human.” McGuire (p. 82) Tools: • Flipgrid Introductions • Student Survey (Google Forms) • Icebreaker Bingo (Use Breakout Rooms in Zoom)
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How do you find out about your students’ beliefs, attitudes, and dispositions relevant to your discipline? Tap into students’ intrinsic motivation and begin building rapport among students by introducing a metacognitive getacquainted activity� (McGuire, p. 83)
Student Written Reflections & Surveys
What do you believe is important to understand and learn in [course name]?
What do you believe to be critical characteristics of successful students in [course name]?
How will you and students prepare for exams in [course name]? (Simpson, 2012)
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How will students learn about each other and build relationships with each other? What opportunities will you create for students to share out what they learned about classmates? •
Share out what they learned about classmates from Flipgrid, Student Surveys, Icebreaker Bingo‌
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Challenge Activity: •
Given a course, can I write down every student’s name in the course? Can I write down one piece of information about each student?
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Reflection: 1. How will you build relationships with your students?
2. How will you learn about your students in a way that informs your teaching?
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Learning More About Your Classroom Environment Utilize the TRU Observation Guide on:
• •
Equitable Access to Content Observation Guide Agency, Ownership, and Identity Observation Guide
What is the TRU Observation Guide? •
•
The Teaching for Robust Understanding (TRU) framework provides a research-based response to the question, “What are the attributes of equitable and robust learning environments – environments in which all students are supported in becoming knowledgeable, flexible, and resourceful disciplinary thinkers?” 5 Rubrics: The Content, Cognitive Demand, Equitable Access to Content, Agency, Ownership, and Identity, and Formative Assessment 80
The Core Questions for Equitable Access to your Content Area are: •
•
Who does and does not participate in the mathematical work of the class, and how?
How can we create more opportunities for each student to participate meaningfully?
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The Core Questions for Agency, Ownership and Identity are: • •
What opportunities do students have to see themselves and each other as powerful mathematical thinkers? How can we create more of these opportunities?
Resource: https://truframework.org/wp-content/uploads/2018/03/TRU-OG-domain-general-2018-version.pdf
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Observed Lesson Teaching Steps : • • •
Prior to teaching the observed lesson, look at the two boxes that give the focal points of the observation and reflect on how your lesson will address those focal points. During the observed lesson, a colleague will take notes on how your lesson addresses those focal points. Lastly, you will write a brief reflection. 83
Reflection: • In what ways does each student engage in the work of the class? How can more opportunities for every student to participate in meaningful ways be created? • What opportunities do all students have to see themselves and others as proficient disciplinary thinkers, to grapple with challenges and construct new understandings, to build on others’ ideas, and demonstrate their understandings? How can more of these opportunities be created? 84
Additional Reflections: (continued) •
•
•
What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support student learning of the central focus (e.g., missed opportunities)? (Pearson, 2018) Who have we seen participate in the intellectual work of the class? How has this participation looked and sounded in specific cases?
How have we seen students explain their own and respond to each other’s ideas? What has that looked and sounded like in specific cases? 85
Additional Reflections: •
How have we seen students explain their own and respond to each other’s ideas? What has that looked and sounded like in specific cases? Reference: Schoenfeld, A. H., and the Teaching for Robust Understanding Project. (2016). The Teaching for Robust Understanding (TRU) observation guide: A tool for teachers, coaches, administrators, and professional learning communities. Berkeley, CA: Graduate School of Education, University of California, Berkeley. Retrieved from: https://truframework.org/wp-content/uploads/2018/03/TRU-OG-domaingeneral-2018-version.pdf 86
Learn more about Who Participates and How in your Classroom • Unpack issues of status and agency in the classroom • Examine who participates and how during a lesson • Examine the issue of authority
Before the observation: • Draw a seating chart • Include student names and add/include any information you know regarding race and gender. • If you are observing another teacher, ask for a seating chart prior to the observation to be prepared.
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During the observation: • Record participation by putting a mark in the “seat” (box on your seating chart) that represents each time a particular student each time that student participates. You can develop your own system, but I recommend something along the lines of: • Put a “Q” for each time a student asks a question • Put a “V” for each time a student volunteers an answer or comment • Put a “C” for each time a student speaks because the teacher calls on them (when they didn’t volunteer) 89
During the observation:
• Keep a tally of each time you see the teacher allowing the students to perform the following actions. Feel free to add your own actions to this chart ahead of time. Passing out Materials
Demonstrating Solutions/Work
Answering questions
Explaining thinking
Working in small groups
Reading aloud
Asking questions
Other (explain)
Reference: This observation guide was originally developed by a team of researchers and practitioners lead by Imani Goffney and the protocol was revised by Angela Stoltz. 90
Reflection: Following the observation, you will complete a reflection addressing the following questions: • Use your seating chart notes to describe what you noticed about which students participate in each class and which do not. • Use your tally chart to describe the level of authority the teacher allocated to students in their classrooms.
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Reflection: (continued) Following the observation, you will complete a reflection addressing the following questions: • What status issues did you observe in these classes? In what ways did the teacher reinforce or mediate status issues? • What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge— to better support student participation? 92
Try a Strategy for Active Learning and Reflective Learning • Select something you are doing anyway and reframe or add on to the activity, so it uses an active learning strategy or reflective learning strategy.
Active Learning Strategies:
Reflective Learning Strategies
▪ ▪ ▪ ▪
Peer Teaching Think-Pair-Share Free Recall: Brain Dumps Low-Stakes Assessments
• 3-2-1 Exit Ticket • Learning Reflection • Concept Mapping • Free Recall: Brain Dumps • Mbongi Form (Carr, 2008) 94
Give an Assignment that Provides an Opportunity for Revision • What do they look like? • How can I use them in my classroom?
Opportunities for Revision Barnes and Jansen "Rough draft thinking happens when students share their unfinished, in-progress ideas and remain open to revisiting those ideas” (Jansen, 2020)
• • • • • • •
Graphic Organizers and Concept Maps Definitions Drawings Projects Essays Self-Tests Assessments 96
An Example: Writing and Revising a Class Definition for Function 1. Students write individual definitions for the term function. 2. Students Think-Pair-Share and revise definitions for the term function. 3. Students share ideas for a class definition. The instructor asks students to share part of their partners’ definitions until a full definition is formed. 4. Students give revisions for the class definition. 5. The class adopts the definition. 97
Challenge and Reflection: 1. Identify an activity from the active learning, reflective learning or revision categories. 2. What activity will you implement to provide students an opportunity for active learning, reflective learning, or revision? 3. What obstacles are there to implementing the activities?
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Module 3 Videos Part 1: https://www.youtube.com/watch?v=0MGtU_T2AAI&t=112s
Part 2: https://www.youtube.com/watch?v=5aVb8BySysY&t=3s
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Module 3 References Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass. Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom Third Edition. Teachers College Press. Jilk, L. M. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188199. PERTS Mindset Kit. (2020). Professional Development Activities and Resources. Retrieved from: https://www.mindsetkit.org/growth-mindset-educator-teams/growth-mindset-professional-development-materials/pdactivities-list Raygoza, Mary; León, Raina J.; Norris, Aaminah; Junsay, Chris; and Lee, Cliff. Humanizing Online Meetings (2020). [article]. Retrieved from: https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/1824
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MindsetsForSTEM.org Twitter @FLC_LSRCE Facebook @FLCLSRCE
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