# data[].attributes.body
Some strategies to assess how well the students understand the content would be to:

Use the numbers 0, 1, 2, or 3 to alert the teacher of their level of understanding simultaneously with the class.

Can also be done while the students put their heads down.

Students who are language learners may benefit from this.

Having a unique way to answer may increase student engagement.

Students can either write these numbers down and hold them up or put a number in the air to indicate their level of understanding.

0 = did not understand

1 = understood a bit

2 = mostly understood

3 = fully understood

# data[].attributes.headline
Promoting Ways to Protect Students Thoughts

# data[].attributes.subject
Promoting Ways to Protect Students Thoughts

# data[].attributes.body
At times it is best to have open discussions and collaborate with the class or have the students share their thoughts with the class. At other times however, students may not be willing to share due to being afraid of being wrong or being judged by their peers. Strategies that allow students to share their thoughts without the views of others may increase student confidence and promote a growth mindset. Implementing such strategies may hopefully then build the student to be stronger in the skills being taught as well as the confidence in themselves which may transition into their social skills.

# data[].attributes.body
Promoting the idea of evolving, increasing our intellect, and embracing the love of learning.

Encouraging students with confidence boosters like, "The Not Yet" phrase to help students understand that they may not yet know the correct answer but with further learning, they will be able to get it with practice.

This encourages them to believe that with hard work and dedication, understanding of complex ideas is possible and promotes a growth mindset.

# data[].attributes.attachment_link.title
How do you foster a growth mindset and a culture of learning in your STEM mentee or coachee?

# data[].attributes.body
Establish mathematical goals to focus learning.

Implement task that promote reasoning and problem solving.

Use and connect mathematical representations.

Facilitate meaningful mathematical closure.

Pose purposeful questions.

Build procedural fluency from conceptual understanding.

Support productive struggle in learning mathematics.

Elicit and use evidence of student thinking.

# data[].attributes.body
Research has shown that when students receive growth mindset training and are encouraged to grow and persevere through problems rather than have a fixed mindset, those students tend to:

show significant improvement in their test scores

improves problem-solving skills, drive, and confidence

can narrow gaps in performance, grade level, or gender

# data[].attributes.headline
How to use the 8 Practices and the IB Program 

# data[].attributes.subject
How to use the 8 Practices and the IB Program 

# data[].attributes.body
Research has shown that when these 8 mathematical practices are used consistently and in conjunction with each other, conceptual understanding, student thinking, and clear goals to focus learning or promoted overall resulting in a growth mindset.

The International Baccalaureate (2015) published the IB Program, a program that utilizes 6 pedagogical principles:

based in inquiry

focused on conceptual understanding

developed in local and global contexts

focused on effective teamwork and collaboration

differentiated to meet the needs of all learners

informed by assessment

# data[].attributes.body
Concept-based curriculum and instruction is utilized increasingly in schools world-wide as it is becoming more and more aware that students need to "foster deep conceptual understanding to be prepared for future success." (Wathall Ch 8).

These 8 principals have been proven to be consistent with providing concept-based curriculum and instruction with respect to these world education systems and their goal to increase student thinking.

# data[].attributes.body
Student discussion and collaboration is important when working with multiple students but must be done carefully.

Allowing the students to participate and work with others improves engagement, opens others to alternative ways of thinking, and increases social and academic skills.

For example, activities helpful in gaining and providing feedback while simultaneously promoting student engagement increases student communication, collaboration, and feedback both amongst peers and the teacher.

An "agree, disagree, and depend" activity is helpful for getting the students up and working together.

A sign is posted around the classroom, and students stand by the sign that best represents their understanding of the objective or skill being taught.

Having students work in stations stimulates the mind.

Having students work with multiple students is also helpful for finding which students work well together.

Lastly, group work is very effective when done correctly.

# data[].attributes.body
Utilizes a rubric

Sets expectations for what is required at the end of each assignment, broken down into 3 stages: opening, during, and closing.

# data[].attributes.body
Follows the lesson plan how the teacher created it.

Keeps students emotionally engaged and motivated by in cooperating examples, using research-based teaching strategies, and utilizing resources in a variety of ways to differentiate and diversify learning.

Is well paced with timed transitions while being flexible.

Reflecting and being innovative when delivering lessons.

Promotes collaboration, a growth mindset, & deeper thinking.

# data[].attributes.body
Started with an activity related to lesson.

Activity is started with no clear directions to engage students' minds.

Objective is stated at start of lesson.

Generalized overview of lesson being taught.

Encourages synergetic thinking, collaboration, engagement, and thinking.

Connects/extends prior knowledge.

Is measurable and fair for all.

# data[].attributes.body
Teacher checks student's learning with respect to lesson objective.

This can be done in a number of ways in the form of an assessment.

This information acts as evidence of learning and analyzes the students learning, knowledge, and skills.

Students are given the opportunity to rate their learning.

"Teacher and student reflect on and analyze the success of the learning." (Wathall Ch 8).

Students are guided to where the lesson will lead next.

# data[].attributes.body
This mind map was created with the intent of fostering a growth mindset.

Concept-based learning was chosen because of its use world-wide and its successful use with models like the I Do, We Do, You Do model. Having a teacher with mastery deliver the content utilizing teaching strategies and then guiding the students and promoting engagement within the students and in the class and then closing with a strong conclusion and reflection of the objective, is how I plan on teaching when I am a teacher. Using pedagogical principles to ensure I am hitting all of the important elements to foster a positive learning environment and learning experience will help to keep my lessons aligned and consistent. Lastly, promoting alternative ways for students to share their answers, participate, and feel welcome will improve the learning environment, improve confidence, and foster a growth mindset full of collaboration, feedback, and learning.

# data[].attributes.headline
Pedagogical Principles in an Ideal Classroom

# data[].attributes.subject
Pedagogical Principles in an Ideal Classroom

# data[].attributes.body
Pedagogical principles are defined by google as "the prepositions or fundamental truths that underpin teaching practices and methods, shaping how educators approach instruction and learning."

8 Mathematics Training Practices have been determined by the National Council of Teachers of Mathematics as important.