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I need to focus more on processes rather than praising correct answers.

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Mistakes are IMPORTANT!

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Students can often learn more from their mistakes than they can from their successes.

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You can always learn more from a loss than from a win.

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Small changes within the time we have with students can promote growth mindset (45-48min)

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it takes time to lots of small steps

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Is this cycle one that we will share with kids?

(From DT): YES! I'd recommend connecting it back to the Process Standards and show them (B) so they see its stated in their exceptions. Then, you can point out when they have engaged in each part of the problem solving cycle in class.

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How do you facilitate the problem solving cycle?

(From DT): See my response to Kay above.

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The cycle can be spread over multiple days

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it does not have to happen all at once

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Students will find different ways to solve problems

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Students will find different ways to solve problems

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We can stretch the problem solving cycle over multiple class periods.

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Lucy

(From DT): YES, Lucy! The cycle can occur over multiple lessons/class periods. It doesn't have to be done all at once. See my response to Kay's question above.

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The student work was VERY easy to capture, sequence and display. It lends itself to prompting specific conversations and focus student attention to one or multiple strategies.

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I really find it useful and the more I learn about it the easier it is to use in class.

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I like how easy it is to share and have students discuss student work

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I like the idea of having the students answers lead the discussion. Force them to justify their thinking.

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Was very simple to create and use on the fly

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I like how you can use the students actual work and thoughts to drive the lesson.

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Asking the correct questions is big part of effective teaching

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I enjoy when students challenge operation procedures (numbers with significant values after decimal point) with division.  We are able to talk about simplifying and reducing fractions

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Students are more likely to persist in productive ways when allowed time for reflection and discussion

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Changing mindset requires baby steps.  As your mindset changes from fixed to growth, your persistence begins to grow as well.

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I see this is always the goal to get students to be persistent but is easier said then done, and requires persistence on our part as teachers

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We need to take the time to give students problems that will require persistence. Problems that can't be solved in 2-3 minutes.

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it can be easily added to things already being done in class--must be intentional

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I used to think rigor came naturally in teaching...now I think it must be considered before teaching

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I used to think you had to create a climate of growth mindset PRIOR to starting instruction, but now I think I should be "sneaking" in opportunities daily/weekly so that it BECOMES the culture.

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I used to think Desmos teacher was a little much, but now I think it's actually helpful to facilitate discussions

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I use to think if a child was reluctant to learn there wasn't much I could do-- now I am encouraged to foster that effective effort and push them to a growth mindset with small consistent and intentional things done in class.

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I used to think that I was helping my kids by coming to their side at the first sign of struggle. Now I think it is important for them to learn to persist through struggle and rely on themselves or peers to achieve success.

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I used to think that a problem solving activity had to be completed all at once to be worth it, now I think we can split it up into parts and use that same activity over a few days to give it the time it needs without taking away from normal lessons with some planing

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I used to think that you had to start by creating a growth mindset, now I think you can create situations that naturally build a growth mindset.