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

2. 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,

3. 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,

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

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

6. 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,

7. 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

8. 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

9. 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

10. 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

11. Video Application
Use the tool to rate the observation
Discuss with a partner
Group Share
© 2017, Silver and Youngberg

12. 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

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

14. © 2017, Silver and Youngberg

15. 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

16. Questions & Comments…
© 2017, Silver and Youngberg

17. 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