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"Growth Mindset": Learning Outcomes and the Beg/App/Meeting terminology, reinforcing visibly the idea that academic standards (and even grades at the HS) are multifaceted, developmental, and progressive, a set of ambitions for work that everyone may work their way towards, rather than a judgment of aptitude.  In American Literature (11th grade) specifically, three separate learning outcomes, in each of our major disciplines--reading, conversation, writing--explicitly demand that students show evidence of struggle: Questioning the Text (reading), Critique and Self-Correction (discussing), and Revision (writing).  If students do not struggle, regardless of current academic level, they cannot meet standards in a quarter of the class.  I have also begun experimenting with peer review, as a way of making assessment and growth a collective or at least social matter, holding each other accountable for improvement and de-centering (at least informally) the locus of assessment away from the teacher and towards the group and the student.

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We communicate the value of diversity by choosing varied texts by authors of varied backgrounds, and just as important, we avoid framing texts by women, authors of color, or other "minority" groups as primarily about battling stereotypes, even as we confront the human issues (including sexism, racism, etc.) within the texts.  These issues emerge as crucial forms of social struggle as we discuss, but are not presented as if they are the only reason for the text's presence, because they are not.
Also choosing texts of sufficient artistic quality, no matter who the author, to subvert the stereotypes of their time of composition, and emphasizing how much of character, in great literature, is relational and interpretive, a conditional and changeable matter as presented within the texts: e.g., the many ways to read Caliban or Ariel in The Tempest.

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Using, oddly enough, very short quizzes as a way of checking reading comprehension, not for assessment or grading as much as for establishing a standard of understanding, using recall to solidify understanding, and subtly reinforcing thematic and plot connections.
We also use a lot of peer quizzing--"Word Up"--and periodic testing of the same body of vocabulary and literary terms/general cultural literacy to reinforce the idea that the testing is not evaluative, but instrumental, a way to learn. "Word Up" is timed explicitly to test each word (gathered by students) four times, at increasing intervals, to increase recall.

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We often reinforce the idea students should challenge themselves to confront unfamiliar ideas or situations by relying on what they already know. In our Physics class, we often start class with a "Journal In" discussion, where students are faced with a completely novel situation that either builds on what they've learned in previous classes, or directly relies on new, unfamiliar concepts. It helps reinforce older material while giving them a concrete motivation to learn new material (we always answer the Journal In question by the end of class. In the meantime, they have to work together, build off of each other's ideas, make mistakes, correct each other (sometimes), and feel comfortable enough to offer a totally out-of-left-field idea!

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In Spanish, students wrote down their values from the beginning.  They are also reminded that making mistakes is what leads to language learning and they are given many, many opportunities to practice and improve. I make it a point to affirm different learners (such as heritage speakers) by stating that their reactions, strengths, and mistakes make perfect sense while showing them how to improve through feedback. Constantly recycling material through games and activities to provides a  low stakes environment for students to recall what they've learned while receiving feedback from me or a classmate. Allowing student "experts" to teach or help their peers. Calling on every, single student every day sends the message everyone's learning is valued.  

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In Spanish, students wrote down their values from the beginning.  They are also reminded that making mistakes is what leads to language learning and they are given many, many opportunities to practice and improve. I make it a point to affirm different learners (such as heritage speakers) by stating that their reactions, strengths, and mistakes make perfect sense while showing them how to improve through feedback. Constantly recycling material through games and activities to provides a  low stakes environment for students to recall what they've learned while receiving feedback from me or a classmate. Allowing student "experts" to teach or help their peers. Calling on every, single student every day sends the message everyone's learning is valued.  

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The biggest things that have stuck with me for PE are the importance of failure for growth, the bean bag test (varied practice) and testing as important for learning, not just assessment.

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We use growth mindset in PE.  It is so important to know that we can try new things and experiment with strategy and technique in a safe environment.

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Working on the same concept in different ways and contexts.
For example: Tangrams,
Introduced with a Chinese folktale, which is then acted out in theater class. Kids hone their story telling skills with the same story as they demonstrate related Tangram puzzles. Students explore with the materials in math class and move into a range of problem solving. This year we will collaborate with the Junior High to create an Tangram Alphabet book.
We have worked to create a no worries, give it a try environment through direct and more subtle messages. A sign made out of student painted paper reads « be fearless and enjoy »

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Clearly explaining that challenging oneself and experiencing a failure or problem is expected, to grow, learn more and problem solve, which makes it challenging and memorable

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we started the year talking about growth mindset and how the brain grows with challenges.

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Interweaving different areas of math in math talks.

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we are conveying that diversity is valued through our choice of read aloud texts featuring diverse characters

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Developing library collection to include books by diverse authors with diverse main characters. Exploring different ways to promote those books from displays to recommendations to literature studies

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convey high standards through our immersive Span model

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The Make it Stick book provides a lot of evidence for the problem-based math curriculum.
-trying a problem before you're taught how to do it
-interleaving
-retrieval
-struggle

Whistling Vivaldi
-equity in participation
-grouping of males and females

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Supporting students' sense of belonging via morning meeting conversations.

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We do multiple quizes to remember names.

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Hands on learning; giving kids curriculum language and vocabulary and making it a part of everyday life; approaching concepts many different ways- combination of repetition and targeting different types of learners. Ex: mapping: physical models, drawings, pictoral, etc.

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We are discussing growth mindset and using growth mindset statements during challenging times

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In 7th grade study skills, we will talk about how students can use the Make it Stick strategies to learn.

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I have been working with the students on the scientific basis of the growth mindset. We have been studying the brain and brain plasticity

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"This is challenging, but we have high expectations for you, and we know you can do it!"

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Critical mass

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Jo Boaler introduction... "there is no such thing as a math person, mistakes are when your brain is growing, anybody can succeed at math at the highest levels. VISUALIZING, PATTERNS, THINKING DEEPLY

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Using persona dolls to address stereotypes, conflict resolution, diversity, perspective, collaboration, arising issues, etc. Kindness and respect and understating

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I'm planning a parent ed chat using MIS strategies. I'm going to have them do a "grapple."

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Asked students to write about their personal values related to a subject topic