Q9 & Q10

1. Q9 & Q10 York MRL Team March 26, 2014 Jill Johnson, ESU 6 @mrsjillj jjohnson@esu6.net

2. project updates/questions

4. Question 9:What will I do to communicate high expectations for all students?

5. True or False Quiz

6. “Don’t tell me you believe all kids can learn. Tell me what you’re doing about the kids who aren’t learning.” --Rick Dufour

7. “The more I practice, the luckier I get.” – Carol S. Dweck

8. Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that is that.

9. Individuals with a growth mindset believe that they can develop their intelligence over time.

10. Growth/Fixed Teachers • Growth mindset teachers love to learn. They want to learn about their students, about themselves, about life. • Fixed mindset teachers think of themselves as finished products. Their roleis to impart knowledge.

11. What to do... • Every word and action from adult to student sends a message. • How do you praise? Refrain from praising intelligence or talent. Rather, focus on the process they used: strategies, effort, or choices. • Watch and listen to yourself when a student or player messes up. • Set goals with your students and acknowledge their efforts to reach their goals. • Remember to keep standards high, yet give your student strategies to reach the high standards. Give feedback with direction. • Help ensure lower achieving students obtain the beliefs and strategies to achieve.

12. Be cautious about labels. . .

13. Most-Effective Teachers J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

14. Consciously and Systematically • Engage in the following behaviors with ALL students—especially ‘low-expectancy’ students: • Make eye contact frequently • Smile at appropriate times • Make appropriate contact (hand on shoulder) • Maintain proximity (interest) • Engage in playful dialogue (pages 169-170 ASOT)

15. Research demonstrates that students with a growth mindset academically outperform their fixed mindset peers. 1 CRG by Lisa Damour, Ph.D.

16. Fixed or growth? Who am I? Michael Jordan I’ve missed over 9,000 shots in my career. I’ve lost almost 300 games. 26 times I’ve been trusted to take the game-winning shot. . .and missed. I’ve failed over and over and over again in my life. That is why I succeed. GROWTH

17. Fixed or growth? Who I am? Mark McGwire I broke baseball’s homerun record in 1998. I finally admitted that I used steroids. Fixed

18. Fixed or growth? Who I am? Thomas Edison Genius is 1% inspiration. . . and 99% perspiration. As a result, genius is often a talented person. . . who has simply done all of his homework. Growth

19. Fixed or growth? Who I am? The Little Engine That Could I think I can. . . I think I can. . . I KNOW I can. . . I KNOW I can. . . Growth

20. CRG by Lisa Damour, Ph.D.

21. Research demonstrates that students with a growth mindset academically outperform their fixed mindset peers. 1 CRG by Lisa Damour, Ph.D.

22. High Expectations Article • Read the Educational Leadership article from ASCD titled “High Expectations for All.” • Each table family member silently identifies the most significant idea addressed inthe article. • When the group is ready, member A shares their findings with the group. • Each group member writes an appropriate word or short phrase response on the response board, and they share beginning with member B. • Rotate around the group in this manner until everyone has had the opportunity to share.

23. “In the Classroom” The Art and Science of Teaching • Identify your expectation levels for students. • Identify differential treatment of low expectancy students. • Revise your thinking about low expectancy students. • Push high expectations for low expectancy students.

24. Consciously and Systematically • Engage in the following behaviors with ALL students—especially “low-expectancy” students: • Make eye contact frequently • Smile at appropriate times • Make appropriate contact (hand on shoulder) • Maintain proximity (interest) • Engage in playful dialogue

25. Consciously and Systematically • When low-expectancy students do not answer a question correctly or completely, stay with them • Demonstrate gratitude for students’ responses • Do not allow negative comments from other students • Point out what is correct and incorrect about students’ responses • Restate the question • Provide ways to temporarily let the student off the hook.

26. Dr. lorraine MonroeHarlem, New York City What do you hear about expectations? https://www.youtube.com/watch?v=UC77oMoaWZE&list=PLEIhWA-jaZp6Ooth3e9BXOqx5ODtBdYGG

27. So….Can all students learn? If so… Question 9: What will I do to communicate high expectations for all students?

29. Question 10:What will I do to develop effective lessons organized into a cohesive unit?

31. CHALLENGES: 1. Complete blog post #5 by April 15, 2014: Reflect on at least one of the following: What do you NEED to do to BETTER communicate high expectations to ALL students? What do you NEED to do to develop MORE effective lessons organized into cohesive units? 2. Complete missing blog posts (5 total) 3. Respond to a teammate’s blog post.