https://www.youtube.com/watch?v=JC82Il2cjqA

SDC Leadership

ED 751 Summer Class

Mindsets

Welcome

• Please sit with no more than four to a table

• Introductions – • Please create a name tent similar to the

example at the front of the room.• Please keep you name tents visible.

Introductions

Kim Clark K. Bailey Kowalski

Outcomes

• Develop understanding of a Growth Mindset

• Apply understanding of a growth mindset with given situations

• Develop and implement a strategy and/or tools to help your own mindset

Norms

• Listen with engagement.

• Honor and respect each other’s thinking, comments, and private think time.

• Everyone has a voice during group activity.

• Participation and your best effort are expected.

• Mistakes are expected and celebrated. Ask, don’t tell.

• Limit side conversations.

• Take care of your needs.

• Cells phones off or on vibrate.

Expectations

Those who have graduated in May, 2015 and turned in their portfolio

• will receive summer credit for this class.• will receive the signed degree once grades

are submitted.

Everyone else• will receive this course as a fall credit.• Portfolios will be due no later than November

20, 2015 to June Apaza at CAMSE.

Extremes

Position yourself at either end of the line based on your reaction to the questions:

• Salt – sweet?• Coffee – tea?• Introvert – extrovert • Summer – winter?• Math – literature? • Intelligence set – intelligence changes

Math task

Pile Pattern Task

• Opportunity to practice recording and representing

• Fill in the KWC

• Independent work time for 5 minutes (private think time.)

• Have some recording and representing complete before you discuss your ideas with others.

KWC

Pile Pattern Task

Pile Pattern Task

After working on the problem on your own

• Share your strategies with a partner

• Compare how each of you solved it and representations you used

• Begin Part Two by creating a poster following the guidelines

Effective  Effort  Rubric

1. Take a moment to score yourself on this rubric. Try to be as honest as you can. No one will see this except you (unless you want them to.)

2. Using a different color, score yourself using a mathematics lens

3. How many of you filled it in the same way? Differently?

4. Now fill in the blank headers as Fixed, Mixed, and Growth in that order.

5. This  rubric  assesses  the  learning  process—the  effective  effort  that  a  learner applies.

6. We will come back to this.

10 Essential Questions

1. Am I a learner?

2. How does my brain work?

3. How does learning change my brain?

4. Can I grow what I know?

5. Am I persistent in solving problems?

6. Do I seek or avoid challenges?

7. How do I know I am doing my best?

8. Is this an opportunity to learn?

9. Why are mistakes wonderful?

10.Do I have a growth mindset?

Reflection

• Respond to the writing prompt below which is on the handout:

Do you possess a growth mindset [Yes or No]? In a paragraph, cite examples from your life in or out of school to support your response.

• Take about 5 minutes to reflect and write.

Michael Jordan• Take a minute to listen

• Have you (or someone you know) ever had an experience like this?

So, What Is Mindset?

• Please read: • What is Mindset? • Why Do People Differ? • A View from Two Mindsets

• Be thinking of what Growth Mindset might look like and what Fixed Mindset might look like.

Carol DweckWhat is Mindset?

Reflection• Think about one time when you had a growth

mindset about something and one time when you have had a fixed mindset that you would be willing to share with a partner.

• If what you wrote about earlier fits here and you are comfortable sharing it, please do so – but do not feel you have to.

• As you are listening to your partner, see if you can hear and envision the characteristics of the response to the situation. Make a note of them as your partner is sharing.

Can Your Intelligence Really

Grow?

•Read the article, “You Can Grow Your Brain”

•Respond to the questions

•Whole group discussion

What is the effect on mathematics?

• Discuss at your table: Where besides TV do students receive negative messages about mathematics?

What is the effect on mathematics?

• Discuss at your table: Where besides TV do students receive negative messages about mathematics?

Chocolate Problem

• Read the problem

• Respond to the KWC

• Work on the problem on your own

• When indicated, work with a partner

So, What Is Mindset?

• At your tables, brainstorm descriptors of what Fixed Mindset looks like. Record your ideas on the post-it notes.

• Now brainstorm what Growth Mindset looks like. Record your ideas on the post-it notes.

So, What Is Mindset?

• Using the Frayer format, complete a poster as a group on:• a definition• facts and/or characteristics• examples• non-examples

Frayer Example

Just a little more• Ted Talk Eduardo Briceño (Co-Founder

and CEO of Mindset Works)

• Discuss key ideas and how they are similar or different from what we have discussed already.

Can I Change?

• Read “What Does This Mean for Me” and “How Can You Change from a Fixed Mindset to a Growth Mindset?” in your packet

• When you have finished, read the first scenario on the following page (graduate school).

• Make a few notes as to what a fixed mindset response might be and what a growth mindset response might be.

Practice

• Discuss your responses with your tablemates. Similar/different responses?

• Now compare your responses to the responses on the separate handout, “Taking the First Step.”

• How close were you?

Practice

• Go back to the page with the scenarios, and read the second scenario. (Another new district initiative.)

• Again, make some notes on a growth mindset response.

• Discuss with your tablemates.

• Be ready to share with the group.

Practice

• Go back to the page with the scenarios, and read the third scenario. (A team of teachers.)

• Again, make some notes on a growth mindset response.

• Discuss with your tablemates.

• Be ready to share with the group.

Mindset & Praise

To Praise or Not to Praise…and How?

• Read the article, How to Praise Can Harm, and How to Use It Well.

• When you get to Elizabeth’s story, stop and respond after reading it, to “What would you do if you were Elizabeth’s parents?”

• Continue reading and discuss with your group.

• Take a few minutes to review the Growth Mindset Feedback sheet.

Parting Thoughts

• Read the first paragraph on the “Parting Thoughts” page

• Look at the poster on the next page

Parting Thoughts

Parting Thoughts and Planning

• Based on what you have read and seen, respond to the questions on the Parting Thoughts page where indicated.

Parting Thoughts

• Revisit your Effort Rubric and make a note to yourself:• What areas, if any, do you view

differently about yourself? • What, if anything, will you address or

do differently in your future learning?

Better by Mistake

Outcomes

• Develop understanding of a Growth Mindset

• Apply understanding of a growth mindset with given situations

• Develop and implement a strategy and/or tools to help your own mindset

Homework

• Homework• Read Introduction and Chapter 1

of the 5 Practices for Orchestrating Productive Mathematics Discussions

• Respond to the questions on the handout

• Take notes on what and where the 5 practices are in the Instructional Planning Template

Exit Sheet

• As a leader, how will my understanding of growth mindset impact my work with teachers ?

• What information, materials, or support do I still need, if any?

Thank you!

Have a great rest of the day and see you tomorrow.