1. OHASSTA Conference Niagara Falls, ON November 15, 2013 Amanda Myerscough and Kim Hand S.C.D.S.B.

2.  Deepen understanding of the role mindset plays in student metacognition  Examine strategies teachers can experiment with to support growth mindset thinking in high achievers  Collaborate with educators and share ideas and resources

3. “Famous Failures”

7.  “People who believe in the power of talent tend not to fulfill their potential because they’re so concerned with looking smart and not making mistakes.” Dweck

9.  What challenges might some high achieving students experience if they believe their intelligence is fixed?  What ideas resonate with you?  What ideas do you disagree with?

10. I can’t………. YET

11.  Student Inventory : Compare and Contrast  Student voice : through conversations/actions  Survey in folder http://www.teachingprofessor.com/wp-content/uploads/Mindset-quiz.pdf

12. Avoid Challenges (Fixed Mindset) - Differentiated instruction rating scale - Muddiest point card - Effective Feedback Embrace Challenges (Growth Mindset)

13.  Using the diagram, rate the options on the choice board from assignments you are most comfortable with to least and justify why. Most comfortable: 2 nd most: 3 rd most: Least: Why? Ranking Ladder from: Graphic Intelligence – Playing with Possibilities

14. The muddiest point in ____________________ is: To clarify this I will: Idea adapted from: Knowing What Counts – Self Assessment and Goal Setting.

15.  When a student has achieved a high mark with little effort, teachers can still encourage them to challenge themselves: “Can you think of a skill to work on that might offer you more of a challenge next time?” “This is a good result, please find the area that you most want to improve, and let’s develop a plan of action to do that.”

16. Give up easily (Fixed Mindset) - Making of learning as learning: - Test self-assessment - Explicitly teaching skills and creating action plans (Co- constructing transferable skills & I used to … and now I…) Persist in the face of setbacks (Growth Mindset)

17.  Self-assessment after a test

18. 1. Co-construct transferable skills chart 2. I used to…. And now I… I used to…. And now I… I used to… adapted from Knowing What Counts – Self- Assessment and Goal Setting.

19. See effort as fruitless or worse (Fixed Mindset) - Self-assessment right after a test - Self-assessment on a rubric See effort as a path to mastery (Growth Mindset)

20.  At the end of a test a teacher could ask students to complete the form – this could be used as an entrance card the next day.

22. Ignore useful negative feedback (Fixed Mindset) -Feedback with action plan to submit (test self-assessment with parent signature and teacher exit card) - Model in your class (roses and thorns) - Celebrate risk-taking (risk-taking beads) Learn from criticism (Growth Mindset)

23. Exit CardName: Overall, my feelings about the results on my test are… My plan for future tests is… My teacher can help by…

24.  Roses and thorns can be used for an exit card, the key is – the teacher needs to acknowledge the thorns and act on them (which also models your growth mindset). Rose: One thing you like about the class so far: Thorn: One thing you dislike about the class so far:

25.  When students make an attempt to answer a question, or try something challenging… we celebrate the effort!

26. Feeling threatened by success of others (Fixed Mindset) -Exemplars to make success criteria - Anchor Charts Finding lessons and inspiration(Growth Mindset)

27.  Using past exemplars, set students in groups and ask the students to identify the strengths and weaknesses of the assignment, based on the success criteria.  Fixed mindset students will see that they can learn from the success of others (make this connection for them).

28.  Have students develop anchor charts, this encourages them to use the ideas of others.  Brainstorm a list with the class T-P-S

29.  Green paper  Complete the two questions on bottom  Share your ideas

30. On the yellow sticky write down two new things you would like to try next week with your students……

31.  Please provide us some feedback so we can learn from you and build onto our presentation for next time.  Thank you very much for your attention and participation today.

32.  Bennett, Barrie. Graphic Intelligence Playing With Possibilities. Toronto: Pearson Canada, 2010.  Brookhart, Susan M. How to Assess Higher-Order Thinking Skills in Your Classroom. Virginia: ASCD, 2010.  Cameron, Caren et al. Knowing What Counts Self-Assessment and Goals Setting. Edited by Annalee Greenberg. Courtenay: Connections Publishing, 2011.  Dweck, Carol S. Mindset: The New Psychology of Success. New York: Ballentine Books, 2006.  Dweck, Carol S. “The Perils and Promises of Praise” Educational Leadership. 2, Volume 5: October 2007. Pages 34-39.  Holmes, Nigel. Mindset Graphic at http://www.isacs.org/misc_files/Mindset%20diagram.pdf