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I will give more opportunities for open ended questions to lead to more creativity.

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I will be more intentional about giving specific feedback in a timely manner on a regular basis.

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I will be more intentional about giving specific feedback in a timely manner on a regular basis.

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I will be more specific and intentional in my feedback to students.

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I will try to be very clear about what the goals for a unit are from the beginning so students always know where they are heading. That will hopefully get students to figure out creative solutions to problems as we face them.

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I will encourage reflection often throughout the unit in order to create a growth mindset.

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Create more opportunities for understanding topics compared to knowing topics.

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I will incorporate more research so that students can make deeper connections that can be integrated into the "voice and choice" of their products.

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I will focus more specifically on understanding and learning, rather than knowledge and work. I will devote more time to actually discussing the difference between knowledge and understanding with my students.

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Asking students about their perceptions instead of looking for the "correct" answer

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I will be more intentional about my feedback to encourage growth mindset. Instead of telling students that they are "good at ______", I can tell them that they worked really hard or that they have shown improvement in a specific area.

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I echo Stephanie's action goal for being intentional about monitoring learning instead of monitoring work, obviously there has to be a bit of both. In reading the article, I realized that I use a lot of work language. I even lean on statements like, "If you don't do this final project, it will hurt your grade." (I typically save those conversations for students who don't seem to care about their learning.) I reflectively thought about how I could have changed that conversation to highlight the process of learning and the benefits of understanding. Could I have found a way to make the student WANT to learn it instead of doing it for compliance?

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I am going to allow for more processing time and encourage students to try something rather than coming to me first. I will ask about learning rather than what work is completed. I will watch what I say that may be subtle messages of a fixed mindset.

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When students ask me my opinion on their work I will tell them that it shows that they put in a lot of effort instead of saying "NICE JOB!"

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Chunking the material more to allow student to have more experiences to apply their knowledge rather than regurgitating.

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I will focus on the learning rather than the steps needed to complete the project.
I will ask students where they are on their learning rather than about how close they are to finishing a task.
I will make a clear distinction between work and learning by talking about and having students reflect upon the value and purpose of the learning.

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Try to focus my projects on the learning as opposed to the tasks.

I am also going to give better feedback about their effort.

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Be intentional about the type of compliments I give so that I help foster growth mindset and get rid of the fear of "failing" in the creative process with all of our writing assignments.  I want kids to feel empowered to try and not get shot down because they are saying to themselves "I can't write" or "I suck at writing" to "I can write" and "I want to try a new style of writing".

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Keep in mind the question, "What will I do with the skills and knowledge they are acquiring that will develop their understanding and push it forward?' when students are creating a product.

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I need to push students to be deeper thinkers about the 'why' behind creating art and articulating their own personal opinions in a respectful way.
I will be more encouraging as a GUIDE who asks questions and less of a controlled DIRECTOR to facilitate imagination!

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I will use the word "work" less

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I would like to give my students more choice in product presentation. I also want to be more intentional about praising effort over work completion.

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Be intentional about making sure my units dig to a deeper understanding.

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I will place greater emphasis on understanding opposed to just knowing. I will deeply consider what I ask students to do with the skills and knowledge they are acquiring that will develop their understanding to push forward.

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When looking at use of tools and sources I need to allow them to use a variety of resources to show their knowledge to their class, which will possibly motivate others to try new things in class.  Promoting growth mindset!

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1. Change my vocab - avoid making "work metaphors" and focus on words that support meaningful learning.
2. Enhance originality by encouraging out of the box thinking and meaningful learning outside the 4 walls of my classroom.

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I use Originality on my rubric for my minority group project. My goal at the end of the year is for student to realize their strengths and build upon them in each project as I gradually give them more control of their learning.

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Instead of asking students, "Is your work done?" Ask students, "Where are you in your learning?"

Changing students beliefs about learning as work, by helping them focus on the learning that might be achieved.

Fostering and modeling a growth mindset.

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I feel that the amount of "buy-in" or respect I have toward the idea of creativity and innovation changes the impact that I allow it to have in my classroom.  We have to build a culture that values all of the four C's.  Originality means that I have to let go of my idea of what a "perfect" product would look/sound like, or my students will never go beyond that.

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Be intentional about "listening for learning" instead of "monitoring the work." p. 45