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Learners completed a self-evaluation, including developing 3 learning goals and identifying next steps 

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Learners completed a self-evaluation, including developing 3 learning goals and identifying next steps 

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She created a survey and asked her learners what "growth mindset" meant and then taught a lesson.

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How do we shift learners from thinking that they are doing the work for the teacher to they are doing the work for their own growth and knowledge?

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students filled out self-reflections to be shared with parents at conferences

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students filled out self-reflections to be shared with parents at conferences

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Identify the learning goals with the class and giving students voice and choice when it comes to independent work and meeting those goals.

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Teacher has students share and keep track of where they are or what they know. Then then share or keep track of their progress or learning throughout unit.

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Students share out previously written journal entries for posts like "Thankful Thursday" and "Wishful Wednesday". We talk and discuss our thoughts, encouraging each other as we share ideas.

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Sharon MacAdams uses a Padlet response as an exit slip for math.  The students answer these questions:

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Sharon MacAdams uses a Padlet response as an exit slip for math.  The students answer these questions:

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1.  What went well in math today?
2.  What questions do you have about your learning today?
3.  How can I help you?

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Using a student self reflection to gain feedback about how each student feels about their learning goals and behavior so far this year.

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Using a student self reflection to gain feedback about how each student feels about their learning goals and behavior so far this year.

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However, difficult to explain to those students who have little motivation

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Students in her math class have taken ownership of their progress towards their learning goal. She told students to imagine they were a car on the road and their destination was the learning goal. After a few days/weeks, the students physically moved "their car" to the part on the road that signified their current progression on their trip.

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Adam talked about his gateway into  21st century learning for in using Choice  Boards and introducing them to teachers (his set of students) in working to help them introduce choice options for students.

On a side note, Adam also shared Google Keep as a way that students can create checklists towards their work in my comment of helping students meet their independent work goals.

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We talked about growth mindset since the beginning of the year in class meetings. The students are using this vocabulary to discuss their learning...

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My colleague has begun to use weekly checklists of tasks learners must complete by the end of the week. Learners choose when and how they complete the tasks and note when they completed it. This gives them the voice and choice to decide what they want to work on for the day.

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Using class meeting time to talk about growth mindset by having students share a problem they have and calling on other students to give them ideas on how to solve it. Teaches persistence and also asking for help .

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Conversion of essential questions to learning targets

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Conversion of essential questions to learning targets

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Created a suggestion box for student choice during math.

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Created a suggestion box for student choice during math.

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My colleague has been focusing on developing learning goals and referencing those goals often so that students are able to articulate why they are learning what they are learning.

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Focusing on growth mindset with young learners.

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Focusing on growth mindset with young learners.

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5th and 6th grade used choice in their classroom. They put a choice box in their classrooms and allowed students to put suggestions into the box for what they want to learn about.

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Teacher read the the module overview and the students selected from the overview what they were to learn about during Mod. 2.

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Teacher read the the module overview and the students selected from the overview what they were to learn about during Mod. 2.

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Students reflected on their strengths and areas of improvements of Quarter 1. They also wrote goals for the next quarter. At Parent-Teacher conferences, the students shared their reflections in a PowerPoint to their parents.

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2nd grade has focused our class meetings each morning on growth mindset topics (positive self-talk, building confidence, setting goals)

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A colleague offers student choices for the collaborative rotation.

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https://ideas.classdojo.com/b/growth-mindset

Short videos used to encourage students to have a growth mindset when faced with tasks that are more challenging, particularly when things tend to come easily to the student most times.

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The class has focused on the parts of growth mindset;  I'm not there yet, we always have to try, we can always try again, find another way if the first try is not successful.

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The code for the Eduplanet site does not work. Do we need a new code?

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Students can choose which Achieve and Newsela articles they want to read within a given topic.

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Students can choose which Achieve and Newsela articles they want to read within a given topic.

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A colleague reported that she read the ELA module overview to the students and they as a class developed learning goals.

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A colleague reported that she read the ELA module overview to the students and they as a class developed learning goals.

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My colleague developed a choice menu for the students to complete during WIN time.

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My colleague developed a choice menu for the students to complete during WIN time.

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Students are given more choices in their "me time"

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Prior to conferences students completed a reflection paper and set up goals and the steps they can take to achieve these goals. 

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Prior to conferences students completed a reflection paper and set up goals and the steps they can take to achieve these goals. 

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More think alouds about growth mindset related to math. Even higher achieving students are struggling with the multiple representations and strategies presented using Engage and Zearn. 

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More think alouds about growth mindset related to math. Even higher achieving students are struggling with the multiple representations and strategies presented using Engage and Zearn. 

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My students set goals for themselves in academic areas.  We revisit these goals once a month.  They reflect on these goals are record themselves on Seesaw.

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My students set goals for themselves in academic areas.  We revisit these goals once a month.  They reflect on these goals are record themselves on Seesaw.

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Giving students additional voice and choice when choosing text the want to read, programs to explore.  Feedback loops with self-reflection, behavior charts, etc.

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Giving students additional voice and choice when choosing text the want to read, programs to explore.  Feedback loops with self-reflection, behavior charts, etc.

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I've been implementing Growth Mindset into my classroom since the beginning of the year with a heavy focus on math. I'm starting to slowly see a shift in students perseverance when they get stuck or difficulty with problems. I'll even have students catch me on things I say and add the "yet" statement.

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A colleague has been focusing on Growth Mindset in class meetings; had students take a perception survey to reflect one their own attitudes toward learning.

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A colleague has been focusing on Growth Mindset in class meetings; had students take a perception survey to reflect one their own attitudes toward learning.

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Kindergartens are made aware of the learning objective before and during the lesson. 

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Kindergartens are made aware of the learning objective before and during the lesson. 

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Growth mindset and new vocabulary - learning objectives. 

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Growth mindset and new vocabulary - learning objectives. 

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Students were given the opportunity to lead their own parent teacher conferences. They were given the choice as to which work to share and included their own comments on their report cards. They were the ones to tell their parents/guardians how they are performing in class.

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Student led conferences in which students shared what they felt confident in so far and made goals for themselves and suggestions for what they would like to learn next.

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Student led conferences in which students shared what they felt confident in so far and made goals for themselves and suggestions for what they would like to learn next.

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My colleague is using a padlet as a feedback loop in language arts.  It is working well to increase student voice.

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My colleague is using a padlet as a feedback loop in language arts.  It is working well to increase student voice.

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Talking about growth mindset during class meetings and throughout the day when it comes up

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Being clear and concise with student expectations allows them to know and understand the direction of learning and for them to be successful.  

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Being clear and concise with student expectations allows them to know and understand the direction of learning and for them to be successful.  

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For educators that meet with students from each of the learning bands as well as special needs population, how will this ideal schedule be provided for educators and learners?

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having students state what they are learning and why the skills are essential in their lives

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having students state what they are learning and why the skills are essential in their lives

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For two of the elementary schools, we have a dividing curtain separating the gym/physical education classroom from the cafeteria.  Would it be possible to pour funding into our programs that impact our students overall educational experience and change the curtain to a wall?

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One colleague is using google classroom and google forms to gather learner feelings. Learners self reflect about how they are feeling each morning so they are heard. They are also able to add that they want a check in from their teacher if they need.

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Learners created self-reflections before conferences where they identified strengths and areas of growth.

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Learners created self-reflections before conferences where they identified strengths and areas of growth.

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Choice for flexible seating; what students work on during independent time; where students access resources/types of resources for research

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Choice for flexible seating; what students work on during independent time; where students access resources/types of resources for research

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I have been giving the students more choice in how they "produce" their work, understanding that I need to see (A,B,C)in order to understand that they accomplished the objective. 

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I have been giving the students more choice in how they "produce" their work, understanding that I need to see (A,B,C)in order to understand that they accomplished the objective. 

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Gave learners voice and choice for authentic research projects and presentations

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Gave learners voice and choice for authentic research projects and presentations

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I have used more specific language so students understand what the focus of learning is

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I have used more specific language so students understand what the focus of learning is

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How do we help our learners move from "I am doing this..." to "I am learning about..." other than reiterating the learning objective?

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Student voice and choice work completion checklist used daily in the classroom

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Community Communication:  should we have a uniform response and a bank of resources to share when someone asks, "What's this MCL thing all about"?

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Community Communication:  should we have a uniform response and a bank of resources to share when someone asks, "What's this MCL thing all about"?

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Is the district focus going to be on acceleration, enrichment, or both? It seems like the learning progressions are going to be a checklist style of students’ ability to acquire certain skills. However, we elementary teachers have often found that even the top learners, while they can do a particular skill, often lack the deep level of understanding that can accompany this. This is often why students who have typically done fantastic on assessments like STAR struggle on open-ended and higher-level thinking questions. A fear that I have heard echoed throughout staff is that we will only go an inch deep and race to get the length of the mile as opposed to taking our time to dig deeply, get thorough understandings of skills, and then continue. We currently see this in the modules where we are asked to cover many content standards in one week rather than digging deeply into one and taking it to a higher level of understanding.

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A parent reported that since our in class discussion on growth mindset, her very high achieving student has come home and said how he loves being in the class because it's okay to make mistakes and that it's a part of learning. He reported he feels more comfortable taking risks and making mistakes.

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Smaller class sizes to allow for stronger relationships with our learners.

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Smaller class sizes to allow for stronger relationships with our learners.

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Allowing teachers to specialize in curricular areas so that they know the learning objectives inside and out. Knowing all curricular areas in a band seems overwhelming.

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When do we stop with a learning progression and give a student a 1?  Do we move on with a new learning progression or not proceed until the student has at least a 2 on the progression?

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When do we stop with a learning progression and give a student a 1?  Do we move on with a new learning progression or not proceed until the student has at least a 2 on the progression?

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Create a grade 5-6 intermediate building to build smaller learning communities and greater opportunity for personalization.

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The idea of meeting kids where they are is appealing but the DETAILS of how this will work successfully is still foggy. Can you share details of how this scheduling and organization works?

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The idea of meeting kids where they are is appealing but the DETAILS of how this will work successfully is still foggy. Can you share details of how this scheduling and organization works?

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Pull students out for interventions or let them be self-contained interventions within their classrooms where they are not signaled out and embarrassed in front of their peers. It is hard to develop a growth mindset in these struggling learners when they are working on phonics in a small group in 4-6th grade while their peers are doing something else.

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Her math class now uses a clip chart where they clip their name on their level of understanding of the topic taught each day. This has helped with reteaching and student evaluation of their learning.

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Teachers are trained to have and to teach a growth mindset. Maybe an in-service day class that focuses on that or an option at one of the Spartan Learning Days.

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How and when are learning disabilities addressed in this model?

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Have a goal board where both students and yourself can write goals and progress toward each individual goal

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Can you clarify the difference between learner outcomes and learning progressions?

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Can you clarify the difference between learner outcomes and learning progressions?

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Would the end goal to be to have students graduate at different times? I see the benefit to pushing kids ahead in elementary but then as I think about the secondary level I'm not sure the goal is to have a 16 or 17 year old graduated, a 20 year old to graduate college. At what point is enrichment at each level looked at?

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Would the end goal to be to have students graduate at different times? I see the benefit to pushing kids ahead in elementary but then as I think about the secondary level I'm not sure the goal is to have a 16 or 17 year old graduated, a 20 year old to graduate college. At what point is enrichment at each level looked at?

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Examine things we do out of habit and/or because we have always done it that way

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Examine things we do out of habit and/or because we have always done it that way

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This is not like a program where there is a script to follow.  It will take professional work and invention thinking keep moving toward the ideal

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This is not like a program where there is a script to follow.  It will take professional work and invention thinking keep moving toward the ideal

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Going as far as we can see now. As we go, more understanding is going to open up for the next future steps, but we can take baby steps forward now. :D

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Going as far as we can see now. As we go, more understanding is going to open up for the next future steps, but we can take baby steps forward now. :D

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Is there "developmentally appropriate" level within habits of mind?  My concern is that students academic level does not necessarily match their "habits of mind"

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Is there "developmentally appropriate" level within habits of mind?  My concern is that students academic level does not necessarily match their "habits of mind"

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I completely hear what you are saying about "learning at their own pace"....However, how would this look in RTI...or classifying learning disabilities?

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I completely hear what you are saying about "learning at their own pace"....However, how would this look in RTI...or classifying learning disabilities?

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The link for the slides on the website does not work.

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Are the middle school and high school teachers going to use Empower and begin using the learning progressions next year, too?  

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Are the middle school and high school teachers going to use Empower and begin using the learning progressions next year, too?  

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Cluster group our gifted students and high achieving students in their strength areas to make the creation of extensions/enrichment (level 4 learning) more manageable for teachers when planning.

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Cluster group our gifted students and high achieving students in their strength areas to make the creation of extensions/enrichment (level 4 learning) more manageable for teachers when planning.

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Are we supposed to have access to Empower to preview learning progressions? I cannot access it right now.

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Would it be possible to present examples at an elementary level, specifically math, since this is the first step our district is taking at the elementary level next year? The examples for social studies at middle school and high school levels are difficult to connect to and apply to our own learning levels.

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It's unclear whether the learning goals will be given to us or are teacher developed?

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It's unclear whether the learning goals will be given to us or are teacher developed?

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Can we see some more "elementary examples" of tasks? It seems like a lot of examples that we are given are middle and high school levels. 

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Can we see some more "elementary examples" of tasks? It seems like a lot of examples that we are given are middle and high school levels. 

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How are learners being received by the college admission process when graduating from an MCL environment?  how do they report proficiency through the college application process?

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It seems like this could all (MCL) be instituted without all the student switching or banning the grade levels.  I do agree that we need time to work and collaborate horizontally as well as vertically as teachers, but will students need to be switching teachers as largely as they have been?  Couldn't they still be grouped by grade level and then differentiated within their classrooms?

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It seems like this could all (MCL) be instituted without all the student switching or banning the grade levels.  I do agree that we need time to work and collaborate horizontally as well as vertically as teachers, but will students need to be switching teachers as largely as they have been?  Couldn't they still be grouped by grade level and then differentiated within their classrooms?

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"Research says" seems to be a catch phrase that can sometimes be used by initiators in a rather generous and perhaps, a self-serving or initiative-serving way. Is there a way we can cite any claim to research and offer a brief of that research?

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Greg- We don't average scales.  So if a learner has evidence of a 2, 2, 3, they don't get an average of those.  When they hit a 3 they are a 3.

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Greg- We don't average scales.  So if a learner has evidence of a 2, 2, 3, they don't get an average of those.  When they hit a 3 they are a 3.

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How did the schools in Maine approach ELD programs and their ELs? Are there separate learning progressions? Do the ELD teachers adapt the ELA learning progressions? How are students entering school in the US for the first time placed in the learning progressions? Are there accelerated progressions for LIFE students? (Limited or Interrupted Formal Education) Are there some progressions that if a higher level skill can be demonstrated then the lower level progression isn't necessary? For example,  a 10th grade student moving to our HS from another country...he/she would have 11 years worth of progressions that they "missed." What do we do to place them appropriately?