1.  Researched Best Practices for Student Learning Sara Overby, Coordinating Teacher for Secondary Literacy, soverby@wcpss.net

2.  I am able to implement at least 3 ideas that will help to shift the culture in my classroom towards a Growth Mindset for myself and for my students. I’m not sure what a Growth Mindset is, and/or I’m not sure what I can do about it, anyway. I have heard of a Growth Mindset and I try to talk to students about their effort. But I don’t have any concrete ideas to use. I understand the concept of Growth Mindset. I try to include actual strategies to foster effort and growth in my students. I’m seeing some progress, but I don’t really know what to do. I firmly believe in the Growth Mindset and explicitly teach students about it. I have tools in my teacher toolbox of strategies and plans that have specific connections to effort and achievement.

4. Questions and Hypotheses NotesDeep Idea 1Deep Idea 2

5. When the going gets hard, I give up and get out! When the going gets hard, I double down and create new dendrites! Image from http://cdn2.hubspot.net/hub/147545/file-985442257-png/Blog/GrowthvFixed.png?t=1408983517123 Concepts based on Carol S. Dweck, Mindset (2008)

6. http://media.npr.org/assets/bakertaylor/covers/t/the-little-engine-that-could/9780448400716_custom- 6c2bd163498ed1543331f350e6a08fe1674ba801-s99-c85.jpg http://careeronward.com/wp-content/uploads/2013/10/ithinkican.jpg

7. http://1.bp.blogspot.com/-UzAg1VfKsZE/TnigOGQh- sI/AAAAAAAAAYM/XV_QjH2OWEQ/s1600/Student-sleeping.jpg http://everydaylife.globalpost.com/DM- Resize/photos.demandstudios.com/getty/article/178/5/87717834.jpg?w=600&h=60 0&keep_ratio=1&webp=1 http://i.huffpost.com/gen/1668641/thumbs/o-BORED-HIGH-SCHOOL-STUDENT-facebook.jpg http://i2.cdn.turner.com/cnn/2009/HEALTH/04/22/chewing.gum.benefit s/art.gum.chewing.girl.gi.jpg http://blog.lib.umn.edu/meyer769/section16&17/sleeping-student.jpg

8. http://atlantablackstar.com/wp-content/uploads/2012/05/frustrated_teacher2.jpg

9. “Teachers must adopt the mind-set that there’s no such thing as laziness. If a student appears lazy, there’s something else going on that we can’t see.” Rick Wormeli, “Motivating Young Adolescents” Educational Leadership (Sept. 2014).

10. How Do I Feel? Am I tired? Hungry? Worried about home? Do I like this class? Do I like this teacher? Do I like my classmates? Marzano and Pickering, 2011 http://slitech.files.wordpress.com/2010/06/engaged-students.jpg

11. Can I Do This? Will I look stupid? Will I be embarrassed? Do I have the background skills? Is this “too hard”? Will I get frustrated? Marzano and Pickering, 2011 http://ak1.picdn.net/shutterstock/videos/6443924/preview/stock-footage-male-high-school-student-with-teacher- discussing-textbook.jpg

12. Am I Interested? Do I already have a natural interest or talent? Do I see how this connects to my own life – today, not 10 years from now? Does somebody else have a passion that makes me want to know what’s so great? Does someone make this seem fun to learn or worth my time? Do Marzano and Pickering, 2011 http://cmsimg.news- leader.com/apps/pbcsi.dll/bilde?Site=DO&Date=20061217&Category=NEWS01&ArtNo=612170411&Ref=AR &MaxW=640&Border=0&Keeping-kids-school

13. Marzano and Pickering, 2011 Is This Important? Does it relate to my current life? Does it relate to goals I I set for myself? Can I see how it matters in my society or community? http://www.tiesteach.org/assets/components/phpthumbof/cache/schooldesign.0ba8069c2e26887d96c74f1f206aa22b.png

15. Questions and Hypotheses NotesDeep Idea 1Deep Idea 2

16. Power  Do I work towards my own goals?  Do I have a voice in my evaluation?  Do I think I’m competent?  Do I think I’m significant? Glasser, Choice Theory, 1998

17. Belonging  Do I know that the teacher “sees me”?  Do I feel emotionally safe here?  Do I have a valuable role in this environment?  Do my peers “hear me”? http://map.mathshell.org/materials/_map/_map/pics/map_groupwork_3.jpg Glasser, Choice Theory, 1998

18. Freedom  Do I have opportunities to make choices?  Do I have opportunities to design and create?  Do I have opportunities to make my own plans?  Do I have opportunities to move around? Glasser, Choice Theory, 1998

19. Fun  Is this environment enjoyable (but focused)?  Is this class interactive?  Are my experiences in this class rich and relevant?  Do I regularly have “healthy challenges” in this class? http://futureeducators.pages.tcnj.edu/files/2010/12/Cadets-Fishbowl-Lesson.jpg Glasser, Choice Theory, 1998

20. Questions and Hypotheses NotesDeep Idea 1Deep Idea 2

21.  How does this strategy address the 4 Hidden Questions students bring with them to learnng?  How does it address the 4 Needs of All Learners?  How could a teacher adapt this for different purposes or different learning activities? https://www.teachingchannel.org/videos/strategies-for-engaging-students The Wingman

22. Questions and Hypotheses NotesDeep Idea 1Deep Idea 2

23. “When students know there are supports in place to keep them from free-falling into failure, they’re much more likely to take risks to deepen their learning.” http://www.ed.gov/blog/wp-content/uploads/2013/11/Douglass2.jpg Robyn Jackson and Allison Zmuda, “4 (Secret) Keys to Student Engagement” Educational Leadership (Sept. 2014).

24. Effort and Motivation http://outreach.uga.edu/images/photo_news/3181.jpg  Environment that makes it safe to take risks  Activities with built-in internal motivators  Lesson arcs that move from low-risk to increasingly higher risks emotionally and intellectually  Learning structures with authentic peer recognition  Learning structures with self-assessments of effort and achievement  Lesson plans that address the 4 Questions and 4 Needs

25. Collaborative Note Taking? low-risk to increasingly higher risks? authentic peer recognition? safe to take risks? internal motivators? self-assessments of effort and achievement? 4 Needs? Power? Belonging? Freedom? Fun? 4 Questions? How I feel? Can I do it? Important? Interested?

27.  I am able to implement at least 3 ideas that will help to shift the culture in my classroom towards a Growth Mindset for myself and for my students. I can explain concepts and concrete examples about Growth Mindset to students. I can offer several more additional ideas than I could prior to this session. I can assess a learning activity for its effect on student effort. I hold students accountable for attending to a Growth Mindsets. I can infuse additional specific strategies every day that enhance a culture of engaged effort in my classes. I now know what a Growth Mindset is. I’m not sure what I can do about it, though. I can explain Growth Mindset to my students. I plan to try to talk to students about their effort. I can give students 3 specific ideas about effort and motivation.