1. INV 2: I Can – Building Students’ Expectancy Get Ready ~Sit with your collaborative partner(s). ~ BPB 527-528

2. 2 Train your brain Write your name with your non-dominant hand 5 times. Try this for the next 5 days to actually experience Malleable Intelligence in action!

3. 3 Remember This? E x V = M Expectancy x Value = Motivation “I Can” x “I Want” = “I am invested!”

4. 4 The Equation Applied to Ourselves Expectancy (I Can) Strong belief in ability and strong desire to become an exemplary beginning teacher. Strong belief in ability but weak desire to become an exemplary beginning teacher. Limited desire and little belief in ability to become an exemplary beginning teacher. Strong desire but little belief in ability to become an exemplary beginning teacher. Value (I Want)

5. 5 Do Now Read the pages from the “Learning Packet” from Summer’s 9 th grade science class. As you read, think about the following questions: 1)What are the key messages of this packet? 2)How did these ideas play out in the videos you viewed pre- institute? In the classrooms you observed? In the stories you read in the TAL text and/or Ms. Lora’s story? 3)How can you see this playing out in your classroom already?

6. 6 Objectives TWBAT: 1)Describe and develop strategies for investing students based on a rational understanding that they can achieve (“I can”).

7. 7 Related Rubric Actions I-1:Develop students’ rational understanding that they can achieve by working hard (“I can”) through evidence of students’ own progress, statistics, explicit discussions of malleable intelligence, creative marketing, etc. I-3:Employ appropriate role models so that students identify with people who value academic achievement (“I want to”). I-4:Consistently reinforce efforts toward the Big Goal (e.g., through praise and public recognition of success, extrinsic reward and competition, cooperation, student-teacher relationships, etc.) even while increasing long-term investment in hard work and the Big Goals.

8. 8 Output Moving Forward: A list of messages around expectancy, and strategies for investing your summer school students that develop their rational understanding that they can achieve by working hard.

9. 9 The 2 nd TAL Principle – Investment Effective teachers: 1)Develop students’ rational understanding that they can achieve by working hard. (I can) 2)Develop students’ rational understanding that they will benefit from achievement. (I want) 3)Employ appropriate role models so that students identify with people who work hard toward achievement and who value academic achievement. 4)Consistently reinforce students’ hard work while increasing longer-term investment in hard work and the big goals.

10. 10 Key Idea I am ultimately responsible for the investment or lack of investment of my students.

11. 11 The Criteria Effective student investment strategies are: Systematic. Age-appropriate. Meaningful.

12. 12 Key Idea Investment strategies should reflect both the teacher’s belief in the students’ abilities, and in the importance of academic achievement in the students’ lives.

13. 13 Expectancy Strategy #1 Effective teachers build students’ expectancy by: Discussing ideas of malleable intelligence explicitly with students and messaging it to them. Motto messages: “Work hard, get smart” ; “Smart isn’t something you are; smart is something you get” Articles about malleable intelligence

14. 14 Expectancy Strategy #2 Effective teachers build students’ expectancy by: Tracking and showing evidence of student progress. Charts or graphic visuals (a giant brain) to check off whole-class or individual mastery of objectives Students keeping individual tracking charts in a special folder

15. 15 Example

16. 16 Video Examples – Expectancy Strategies Teacher “I Can” Strategy Brett Hembree M.S. Science Justin Meli 3 rd Grade Jessica Mitchell M.S. Math Reads article on brain research with students Uses article to create class motto Provides students with “resume” for tracking goals Checks for student understanding of his messages Student shows internalization of motto by using “Work hard, get smart” to encourage another student (these are not just meaningless words) Tracks progress every few weeks Emphasizes with students that incremental progress is possible Uses bar graphs to track scores and identify trends

17. 17 Key Idea Student investment in the concept of malleable intelligence is absolutely critical to success.

18. 18 Expectancy Strategy #3 Effective teachers build students’ expectancy by: Using role models who work(ed) hard toward achievement. What are some age-appropriate examples of role models you could use? Think in terms of history, pop culture, local community, literature, and more.

19. 19 Expectancy Strategy #4 Effective teachers build students’ expectancy by: Consistently reinforcing hard work: Praising students in systematic ways Rewarding improvement as well as achievement Encouraging student reflection on the results of hard work Sharing progress with students’ influencers

20. 20 Example

21. 21 Key Idea Effective teachers emphasize (through a variety of ways) that hard work leads to incremental progress.

22. 22 Picture This… You’re in the hallway when you overhear a student say… Decide WHAT message you want to convey to this student and HOW you would send that message

23. 23 Collaborative Work Time Use handout 2 to draft your ideas for “I can” strategies to employ in your summer school classroom. Keep the following in mind: Development of beliefs should precede development of strategies. Systematic, age-appropriate, and meaningful. Come to compromises quickly while still selecting messages and strategies that everyone can get behind.

24. 24 Collaborative Work Time Based on your work on Handout 2 Take concrete action towards getting these “I can” messages to your students this summer Create a mini lesson (5-10 min total) and rehearse it Plan a long term strategy for sending these messages over time (a train your brain class closer…) and rehearse it.

25. 25 Bottom Line Effective teachers emphasize that hard work leads to incremental progress.

26. 26 Next Steps Continued work on your investment plan with your collaborative. Feedback on your investment plan from your CMA. Immediate implementation of “I Can” strategies in your classroom. Upcoming INV session on Multicultural Education. Potential DIFF session to revisit investment plans.