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Develop tasks/methods for students to realize the "not yet" mentality in order to help them grow

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How do we encourage those strong minded fixed mindset to be more growth oriented?

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I love the idea of differentiating and grading based on effort just not sure how it will work

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How can we move our curriculum in this direction without being overwhelmed or without having to "start from scratch".

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Can a fixed mindset leader perpetuate a Growth mindset environment

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How can this be instilled in an entire organization

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It is imperative to consistently go through this cycle to help students

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I feel like I want to do a lot of things and I am willing to do new things but I feel overwhelmed

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I feel like I want to do a lot of things and I am willing to do new things but I feel overwhelmed

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How do we initiate conversations when students aren't used to it?

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as the teacher, we have to keep the kids in the cycle!!

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as the teacher, we have to keep the kids in the cycle!!

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Having hands on equipment may help some students (just as in video)

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There's more than one way to approach a problem and to give kids time to explore those options, even if they don't "work out."

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students get better at math regardless of the correct outcome

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Even students who aren't strong in math will take away something from the activity

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Reminders to keep these bullet points handy for daily reference

Embrace the Pause

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Not to let the kids give up just give them a different problem instead or let them work with a partner. This will help to promote their persistence.

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Not to let the kids give up just give them a different problem instead or let them work with a partner. This will help to promote their persistence.

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I think it would be pretty easy to add in some leading questions & discussion among students within our already developed curriculum.

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are driven by the teacher and the classroom environment

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I used to think I was smart but now...Riley is way smarter ;)

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I U T T= kids fell into the category of Fixed mindset or Growth mindset, but now I think they hide behind a facade

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I use to think I had good ideas,  but, now I know I need to develop more!

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I used to think rigor would be difficult to add to my classroom, but now I think that if I take baby steps, it can be done.

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I used to think I couldn't facilitate discourse in the classroom but now I think I can do it

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I used to think that practice would work best in learning, but now I think knowing the process and explaining the process is the most important.

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I used to think that practice would work best in learning, but now I think knowing the process and explaining the process is the most important.