1. Meeting the Needs of High- ability Students in the Classroom: Mindset and Rigor Presented by Sharolyn Wilkin 2013

2. Mindset quiz Use your phone, computer or twitter to answer the following: http://www.polleverywhere.co m/sharolyn http://www.polleverywhere.co m/sharolyn

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 brains and talent don’t bring success Why praising brains and talent doesn’t foster self- esteem and accomplishment, but jeopardizes them Why praising brains and talent doesn’t foster self- esteem and accomplishment, but jeopardizes them How you respond to praise and correction. How you respond to praise and correction.http://mindsetonline.com/whatisit/about/index.html

4. Fixed vs. Growth Mindset based on the work of Carol Dweck, PhD., Mindset: The New Psychology of Success, 2006 Fixed Mindset:Growth Mindset: Intelligence and talent are fixed traits Intelligence and talent can be developed through hard work and dedication Talent alone creates successSuccess is achieved through perseverance Students worry about how smart they are Students focus on improvement Looking smart is most importantLearning is most important HelplessResilient

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.. Intelligence praise:Effort praise: “Wow, that’s a really good score. You must be smart at this.” “Wow, that’s a really good score. You must have tried really hard.” Result: Low confidence, motivation, decreased performance Result: High confidence, motivation, increased performance A tough challenge become tougher because talented people aren’t supposed to be stumped by a challenge. Use “you’re the kind of person” statements: You’re the kind of person who works hard at something until you improve. Discuss the idea of Mindset with your table group.

6. Quotations “ Each time we ‘steal a student’s struggle,’ we steal the opportunity for an esteem building experience to take place.” --Dr. Sylvia Rimm, clinical psychologist “ Each time we ‘steal a student’s struggle,’ we steal the opportunity for an esteem building experience to take place.” --Dr. Sylvia Rimm, clinical psychologist “I’ll never forget the first time I heard myself say, ‘This is hard. This is fun.’ That’s the moment I knew I was changing mindsets.” –Dr. Carol Dweck, p. 24 “I’ll never forget the first time I heard myself say, ‘This is hard. This is fun.’ That’s the moment I knew I was changing mindsets.” –Dr. Carol Dweck, p. 24

7. Rigor and Engagement for Growing Minds by Bertie Kingore “Rather than one more thing to add to our crowded curriculum, rigor intends to promote a more effective way to achieve high standards and learning success,” (p. 8) “Rather than one more thing to add to our crowded curriculum, rigor intends to promote a more effective way to achieve high standards and learning success,” (p. 8) Look at the chart on page 9, which shows what rigor is and is not. Look at the chart on page 9, which shows what rigor is and is not. “Advanced levels of achievement require a rigorous learning environment where students: “Advanced levels of achievement require a rigorous learning environment where students: Engage in high level learning processes; Engage in high level learning processes; Receive support to learn concepts and skills on and beyond grade-level, at a pace commensurate with their capabilities; Receive support to learn concepts and skills on and beyond grade-level, at a pace commensurate with their capabilities; Demonstrate their understanding through high-end products evidencing relevant, sophisticated content. (p. 10) Demonstrate their understanding through high-end products evidencing relevant, sophisticated content. (p. 10)

8. Instructional Priorities p. 17 Content R ecognize realistic and relevant high-level expectations; I ntegrate complexity and depth in content, process, and product; G enerate cognitive skills; O rchestrate support systems and scaffold success; R efine assessments to guide instruction and benefit learners.

9. Adding Rigor to Skills and Concepts Process Turn to pages 24-25 in your book. Look over the relevant applications suggested for your subject area. Talk to the people at your table and discuss the ideas shown here and more that you can incorporate into your curriculum. Also skim pp. 23-26. Please then share ideas with the group! Turn to pages 24-25 in your book. Look over the relevant applications suggested for your subject area. Talk to the people at your table and discuss the ideas shown here and more that you can incorporate into your curriculum. Also skim pp. 23-26. Please then share ideas with the group!

10. Product “Students are more inclined to exert the effort to reach higher expectations when teachers incorporate choice in assignments (Johnston 2012),” p. 33 You already knew that, Henry World School – it’s very MYP! Use task boards on pages 36 - 37 for ideas! Check out pp. 39-41 for Learning Experiences with Authentic Applications.

11. Adding Rigor and Interest Question That! Today’s answer: freedom Question That! Today’s answer: freedom Paper chains – how many problems can you write for the answer? Paper chains – how many problems can you write for the answer? Venn Diagrams – have the student draw the objects they are comparing: characters, countries, ideas, etc. Venn Diagrams – have the student draw the objects they are comparing: characters, countries, ideas, etc. Questioning and Strategies for High-Level thinking – pp. 82-83 Questioning and Strategies for High-Level thinking – pp. 82-83

12. More Tips and Tricks Most difficult first: High-ability students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery. High-ability students often need less practice and fewer examples to “get it.” Most difficult first: High-ability students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery. High-ability students often need less practice and fewer examples to “get it.” Pre-test for understanding: Students with 80% mastery may do a replacement task or go on to the next level. Pre-test for understanding: 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. 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.

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