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Changes- Incorporate virtuous language, building relationships (morning meetings, brain breaks, set focus for day with regard to virtues)

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Changes- Incorporate virtuous language, building relationships (morning meetings, brain breaks, set focus for day with regard to virtues)

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Incorating virtues into every day language.

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Incorating virtues into every day language.

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Reframing adaptive thought processes  as opposed to shutting down
through breaking down  into manageable chunks
Allowing more student voice

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Teachers should have the option to create their own independent study PD projects.

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I can look at lessons and come up with different strategies based upon formative assessments of how the lesson is going so far!

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I can look at lessons and come up with different strategies based upon formative assessments of how the lesson is going so far!

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Watch Your Thoughts,
For They Become Words.
Watch Your Words,
For They Become Actions.
Watch Your Actions,
For They Become Habits.
Watch Your Habits,
For They Become Character.
Watch Your Character,
For It Becomes Your Destiny.

What comes up for you as you read these words?

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Looking at this image, what is the connection between attitude and rate of success?

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Could be used with students or teachers

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How does the word YET impact mindset?

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People and Hashtags to Follow on Twitter

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People and Hashtags to Follow on Twitter

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@growthmindset1
@mindsetworks
#dweck
#growthmindset

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Students study the materials presented in the Mindset Works EducatorKit

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Would you create a bulletin board like this in your school? Why or why not? How would it impact students?

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30 Things To Say If You Want To Teach Kids About Growth Mindset

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30 Things To Say If You Want To Teach Kids About Growth Mindset

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How can changing your language with students impact their mindset?

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30 Things To Say If You Want To Teach Kids About Growth Mindset

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How do you communicate with your kid so as to instil a growth mindset with him/her? Mind your way of speaking, a minor change can bring a huge impact on their perspectives!

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How does this poster impact student mindset?

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How does Ms. Montoy-Wilson ensure that her students are struggling productively?

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

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Math.2.NBT.B.7

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

7:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Montoy-Wilson help her students become excited about challenges?

2. Why is it important for students to articulate their thinking about challenging work?

3. How does Ms. Montoy-Wilson ensure that her students are struggling productively?

Teachers

English Language Arts Math Science Social Studies Arts / 1 / Teacher

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Encouraging Students to Persist Through Challenges

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Students in Maricela Montoy-Wilson's second grade class persist through challenging math work. Students work on three-digit story problems, using resources and strategies to come to a solution. Maricela Montoy-Wilson discusses the ways in which she helps students to persevere to make sense of the problems.

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How could you modify the statements to apply in your classroom?

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How does the quote from Billy Joel support a growth mindset?

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How does the engineering design challenge help students develop growth mindsets?

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All students have the opportunity to be an engineering. Learn how you can give your students the mindset that they can be an engineers and have STEM careers.

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Change Your Words- Change your Mindset Bulletin Board

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Change Your Words- Change your Mindset Bulletin Board

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How does this bulletin board reinforce growth mindset for staff and students?
https://notesfromanaspiringhumanitarian.com/change-your-words-change-your-mindset/