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Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigor

Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigor. Presented by Sharolyn Wilkin 2013. Mindset quiz. Take the quiz with your cell phone – text a code to the number given on the quiz. Mindset: Fixed vs. Growth.

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Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigor

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  1. Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigor Presented by Sharolyn Wilkin 2013

  2. Mindset quiz Take the quiz with your cell phone – text a code to the number given on the quiz.

  3. Mindset: Fixed vs. Growth Mindset: a mental attitude or inclination; a set of assumptions; beliefs about yourself and your most basic qualities. Mindset explains: • Why brains and talent don’t bring success • Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them • How teaching a simple idea about the brain raises grades and productivity http://mindsetonline.com/whatisit/about/index.html

  4. Fixed vs Growth Mindsetbased on the work of Carol Dweck, PhD., Mindset: The New Psychology of Success, 2006

  5. The Effect of Praise: Study on How Mindsets Are Communicated from:Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.. Discuss the idea of Mindset with your table group.

  6. Temple Grandin: don’t become your label! • Teach students to rise above the label – whether GT, Autistic, Special Education, etc. • Temple thinks that students need to work on marketing their skills and show students “interesting stuff.” Light the spark! Shared interests help develop social skills. • Types of thinkers: visual thinkers, pattern thinkers, verbal mind. • http://ed.ted.com/lessons/the-world-needs-all-kinds-of-minds-temple-grandin

  7. Tips and Tricks • Most difficult first: Advanced students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery. • Pre-test for curriculum compacting: Students with 80% mastery may do a replacement task or go on to the next level. • Have students create a rubric to self-assess their work before turning it in. Self-assessment encourages students to accept greater responsibility for their work and may motivate higher achievement.

  8. Adding Rigor and Interest • Question That! Today’s answer: orchestrate • Paper chains – use for secret number. • Higher level questioning – see handout • Strategies for High-Level thinking – see handout • Turn and talk about how you might implement these ideas into your classrooms. • Share other ways you incorporate rigor and interest in your rooms.

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