1. Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigor Presented by Sharolyn Wilkin 2013

2. Mindset quiz Click below to take the online Mindset Quiz: http://mindsetonline.com/testy ourmindset/step1.php http://mindsetonline.com/testy ourmindset/step1.php

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 teaching a simple idea about the brain raises grades and productivity How teaching a simple idea about the brain raises grades and productivityhttp://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. Temple Grandin: don’t become your label! Teach students to rise above the label – whether GT, Autistic, Special Education, etc. Teach students to rise above the label – whether GT, Autistic, Special Education, etc. Temple thinks that students need to work on marketing their skills and show students “interesting stuff.” Light the spark! Shared interests help develop social skills. Temple thinks that students need to work on marketing their skills and show students “interesting stuff.” Light the spark! Shared interests help develop social skills. Types of thinkers: visual thinkers, pattern thinkers, verbal mind. Types of thinkers: visual thinkers, pattern thinkers, verbal mind. http://ed.ted.com/lessons/the-world-needs-all-kinds- of-minds-temple-grandin http://ed.ted.com/lessons/the-world-needs-all-kinds- of-minds-temple-grandin http://ed.ted.com/lessons/the-world-needs-all-kinds- of-minds-temple-grandin http://ed.ted.com/lessons/the-world-needs-all-kinds- of-minds-temple-grandin

7. Tips and Tricks Most difficult first: Advanced students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery. Most difficult first: Advanced students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery. Pre-test for curriculum compacting: Students with 80% mastery may do a replacement task or go on to the next level. Pre-test for curriculum compacting: 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.

8. Adding Rigor and Interest Question That! Today’s answer: orchestrate Question That! Today’s answer: orchestrate Paper chains – use for secret number. Paper chains – use for secret number. Higher level questioning – see handout Higher level questioning – see handout Strategies for High-Level thinking – see handout Strategies for High-Level thinking – see handout Turn and talk about how you might implement these ideas into your classrooms. Turn and talk about how you might implement these ideas into your classrooms. Share other ways you incorporate rigor and interest in your rooms. Share other ways you incorporate rigor and interest in your rooms.