Measuring Growth Mindset in the Classroom Moving from Compliance to Coherence Bethany B. Silver, Ph.D. & Tracy A. Youngberg, Ed. D March 9, 2017

Session Objectives Following this session, participants will: Have a deeper understanding of the Fixed and Growth Mindset continuum Understand the positive impact of Growth Mindset in the classroom Examine planning, implementation and assessment for evidence of Growth Mindset Understand why this matters right now and going forward in Connecticut © 2017, Silver and Youngberg,

Based on what evidence did you choose your answer? Questions to Ponder Yes or No Based on what evidence did you choose your answer? Musical talent can be learned by anyone Only a small number of people will be good at sports. You can learn new things, but you can’t really change how intelligent you are. All people are born with a natural capacity to learn. © 2017, Silver and Youngberg,

Fixed and Growth Mindset Sprouts video © 2017, Silver and Youngberg,

Why Mindset Matters In the Classroom Research Finding Implications for Classroom Practice Effort Ability Risk Taking Collaboration Attribution © 2017, Silver and Youngberg,

Improved Student Achievement Seeks Challenges; Not Afraid to Make Mistakes Works Hard and Persists; interested in Extending Learning Believes in Their Ability to Improve with Practice Self Reflective & Interested in Learning from Others © 2017, Silver and Youngberg,

Why this matters right now and going forward in Connecticut It’s always been important Now it’s being measured and reported Smarter Balanced Growth Targets for every learner, grades 3-8 © 2017, Silver and Youngberg

CCT RUBRIC FOR EFFECTIVE TEACHING 2014 – AT A GLANCE Evidence Generally Collected Through In-Class Observations DOMAIN 1: Classroom Environment, Student Engagement and Commitment to Learning DOMAIN 2: Planning for Active Learning Evidence Generally Collected Through Non-Classroom Observations/Reviews of Practice Teachers promote student engagement, independence and inter- dependence in learning and facilitate a positive learning community by: 1a.Creating a positive learning environment that is responsive to and respectful of the learning needs of all students; 1b. Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students; and 1c. Maximizing instructional time by effectively managing routines and transitions. Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 2a. Planning instructional content that is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge for all students; 2b. Planning instruction to cognitively engage students in the content; and 2c.Selecting appropriate assessment strategies to monitor student progress. DOMAIN 3: Instruction for Active Learning DOMAIN 4: Professional Responsibilities and Teacher Leadership Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 3a. Implementing instructional content for learning; 3b. Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies; and 3c.Assessing student learning, providing feedback to students and adjusting instruction. Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others and leadership by: 4a. Engaging in continuous professional learning to impact instruction and student learning; 4b.Collaborating with colleagues to examine student learning data and to develop and sustain a professional learning environment to support student learning; and 4c.Workingwithcolleagues,students and families to develop and sustain a positive school climate that supports student learning. Connecticut State Department of Education

Teachers implement instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: Indicator 3c | Assessing student learning, providing feedback to students and adjusting instruction. Fixed Mindset (0) Nurturing Growth Mindset (1) Emulating (2) Transformational (3) Lesson structure provides little or no feedback during the learning process or provides feedback that is not linked to student effort, growth over time, strategies applied or explicit learning expectations. Limited evidence (1-3 examples) that the teacher provides specific feedback for learning that is linked to student effort, growth over time, strategies applied and/or explicit learning expectations. Ample evidence (4-7 examples) that the teacher provides specific feedback, and/or structures peer feedback, that is linked to student effort, growth over time, strategies applied and/or explicit learning expectations. Strong evidence (more than 7 examples) that the teacher provides specific feedback, and/or structures peer feedback, that is linked to student effort, growth over time, strategies applied and/or explicit learning expectations. Teacher also includes an opportunity for students to formally reflect on their own learning process and/or demonstrates how individual learning supports learning for the larger group. Dependent and limited to short term learning goals only Dependent; Developing the foundations for long term learning goals Developing independence and interdependence; Applicable to short and long term learning goals Self reflection; Clear evidence of Independence and interdependence; Applicable to long and short term learning goals © 2017, Silver and Youngberg

What Might This Look Like, Sound Like and Feel Like? Fixed Mindset (0) Nurturing Growth Mindset (1) Emulating (2) Transformational (3) No feedback provided, Or Good, you’re smart Wrong You got the right answer, keep going Tell me about the strategy you used. How did you get to this answer? I like how you stuck to it and figured it out 4 different ways Yes, you made a mistake, but those are opportunities to learn and we welcome them. Explain your strategy to your partner Show your group another way to solve the problem / prove the solution Test your answers by working the problem backwards Do you realize how much progress you have made? How is this approach different from how we did it last week? -Be sure to check your work against the rubric and rate your effort and use of strategies -Do you remember how difficult this work was when you first started? -Since that was easy for you, can you think of what you would like to learn about next? -Learning from our mistakes is a powerful tool in the process -I really admire your persistence and it clearly paid off. The next time you meet up with a challenging situation, can you explain what you will do? -How did your classmates feedback help you to improve your work? -What choices did you make during this project that help you to reach your goals? Which choices would you avoid next time and why? -How were you motivated by a classmate’s success today? © 2017, Silver and Youngberg

Video Application https://www.teachingchannel.org/videos/growth-mindset-young-students Use the tool to rate the observation Discuss with a partner Group Share © 2017, Silver and Youngberg

Student Work Sample Application In pairs at your table, discuss how you would support students’ growth mindset when returning work sample, with regard to: Effort Ability Risk Taking Collaboration Attribution © 2017, Silver and Youngberg

Mindset Shifts In Your Classrooms General Language Lesson Planning Feedback Provided Goal Setting Self Reflection Peer Collaboration Celebrations Others? © 2017, Silver and Youngberg

© 2017, Silver and Youngberg

Session Objectives Following this session, participants will: Have a deeper understanding of the Fixed and Growth Mindset continuum Understand the positive impact of Growth Mindset in the classroom Apply practical tools to the planning, implementation and assessment of teaching and learning Understand why this matters right now and going forward in Connecticut © 2017, Silver and Youngberg

Questions & Comments… © 2017, Silver and Youngberg

References / Contact Dweck, C.(2006) Mindset - The New Psychology of Success: How we can learn to fulfill our potential. Sprouts The Teaching Channel 2015 SEED Handbook Connecticut’s System for Educator Evaluation and Development Contact Bethany Silver, Bloomfield Public Schools Tracy Youngberg, Windham Public Schools © 2017, Silver and Youngberg