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How has your thinking around mistakes and learning been altered this year?

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Students were engaged in the learning.

Thinking about our own classrooms, sometimes it's a challenge to find meaningful manipulatives their level.

Implementing math workshop when there are materials readily available is helpful.

The workshop structure makes things less stressful or teacher/student.

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Some students think they are not as smart when they don't understand a strategy. However, when kids learn from each other they could feel less judged, rather than when a teacher is working with them.

Students can explain their thinking to each other in ways that other students can relate to.

One way we can support students is through using more PBLs in math. Kids get the opportunity to explore and ask their own question

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Students tend to work quickly through problems and it takes the joy of the process out of it for them. As teachers we can help them learn from their mistakes and that they can experiment with many ways to solve a problem.

Some students might feel self-conscious about asking for help so we encourage them to work with their group and classmates.

We can grow in making math truly collaborative for our students so that they working together via discourse and creative strategies (tasks).

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We made a connection between students feeling like they need to solve problems quickly and our own students. A lot of our kids want to be the first ones done.

This is going to work nicely with our next unit (Addition and subtraction). We want to give our kids a lot of mental and physical (creative) activities to work with math.

Most of our kids haven't gotten to the point of not enjoying math, they are still forming their perceptions of math and we have the opportunity to influence their perceptions at this age.

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In Kinder students age and concepts being taught allow for a lot of hands on exploration.

Students get the opportunity to share out and make connections with each other as they are solving problems.

Growth mindset is changing the way we approach math.

Traditionally, math has been finding one correct answer, when really we should be open minded and explore the possibilities of math strategies.

We'd like to commit to trying more Tasks/3-Act-Tasks. This will give students the opportunity to explore.

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1. How does this clip challenge your thinking of your math workshop?

2. Why might some students view their abilities in math differently than in other subjects?

3. What are some ways we could support students in developing more positive perceptions of mathematical tasks?

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The students who attended youcubed summer camp describe the power of mindset math in their own words!

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Allison Willis
1. Praising the process over the product helps students see what they are accomplishing in intervals.  They can adjust their goals as they work and feel their small successes, which will be motivating for them.
2. One way Ms. Stewart made her praise authentic was by reading the students' writing beforehand so that she could be prepared with what she wanted to say.  Her tone was always positive and encouraging, and she seemed to genuinely be rooting for her students.

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The process praise help students develop growth mindset because they set a goal for themselves and they know they'll need to work hard to grow as writers. There are also several goals so that students can choose a goal that they want to focus on for the day. This allows them to choose a goal that they can accomplish. It helps them to reflect on what they do well already and what they want to become better at.

Ms. Stewart make sure her process praise is authentic by stating explicitly what they do well. She takes time before conferencing with the students so that she knows exactly where the students are and where they need to go moving forward.

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This strategy helps students to reflect on what they're doing in the process as well as how they're learning and growing. When we focus so much on the end result, students lose focus on the objective and develop more reliance on the teacher.

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1. It allows students to not get hung up on the challenges they face while trying to communicate their stories and ideas. It keeps them excited to keep learning and seeing what else they are capable of.
2. Ms. Stewart looks through students' writing before conferencing with them in search of areas to genuinely praise. (She had notes on her clipboard before she met with students). She also reflects back what the student was saying by putting it in language that focused on how the writer was communicating with the reader.

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Using the specific praise translates  into student self talk. A very small, attainable goal helps students feel accomplished and able to focus on the process.
Ms. Stewart presented a very positive demeanor and is truly excited about the process students are going through. This creates very excited students.

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The teacher ensures productive struggle by encouraging students to justify their thinking (the specific point they are struggling with).

It is important for students to articulate their thinking so that other students can connect with them and hear what they are not understanding.

Allows students to provide each other with clarification.

Encourages peer interactions.

We are connecting to this video because these are strategies we are using in our classrooms (different ways to solve problems).

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1. How does the process praise help students develop growth mindset?

2. How does Ms. Stewart make sure her process praise is authentic?

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ELA.W.1.3

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

3:
Write narratives in which they recount two or
more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and
provide some sense of closure.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.1.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

5:
With guidance and support from adults, focus on
a topic, respond to questions and suggestions
from peers, and add details to strengthen writing
as needed.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does process praise help students develop growth mindsets?

2. How does Ms. Stewart make sure her process praise is authentic?

3. What tips does Ms. Stewart share for how teachers can begin to use process praise in their classrooms?

Teachers

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

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Chana Stewart uses process praise to help her students develop growth mindsets. She shows us how she uses this praise during writing workshop and offers tips for how other teachers can try this type of praise.

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In order for students to communicate, even through struggle, teachers have to be intentional about getting students to explain their thinking.

There were structures in place in the classroom to ensure students were able to communicate respectfully and productively.

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It is important for students to articulate their thinking about challenging work because it gives them the opportunity to expand their thinking and it helps their brains grow. Students begin to learn that there is always room for growing and their capacity hasn't been met yet. They realize this through talking with their peers to solve challenging tasks. 

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It is important for students to articulate their thinking about challenging work because it gives them the opportunity to expand their thinking and it helps their brains grow. Students begin to learn that there is always room for growing and their capacity hasn't been met yet. They realize this through talking with their peers to solve challenging tasks. 

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It is important for students to share their thinking around challenging work because it not only gives them a way to reflect on their own strategies, but it gives other students ideas for strategies and opportunities to find efficient ways to solve problems.

The teacher has provided students with sentence stems and structures that allow them to explain their thinking with clarity and in a safe space.

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1)  It causes them to realize that even though they feel stuck, they are learning and growing. Voicing their thinking also helps them find new solutions.
2) Maricela helped her students productively struggle by emphasizing a positive attitude towards problem solving. She also gave them supports to help them disagree with each other in a way that

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When students were articulating their thinking that were able to see that making mistakes is part of the learning process and that peers can help assist them as well. The teacher also asked them to justify their thinking so that they supporting their idea with evidence.

The teacher scaffolded the task and supporting the students by checking in on them as they worked and asking guiding questions.

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The teacher normalized the conversation around challenge to allow students to communicate.
There was a focus on the process instead of students getting the correct answer.
You can tell that this is something that is ingrained in their classroom because they had sentence stems to use.
There are links between this and POG with how they communicated and how students explained and justified their answers.

It's important to do this because it encourages students to think of struggle as an opportunity. Students learn that their are multiple entry points to solve a problem. Additionally, this ensures learning is equitable across the board--all levels of learners.

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Growth mindset can be linked to content across all subjects.
Students are communicating and the teacher seems to have spent a lot of time building community so that the class felt safe to take risks.
There are connections between growth mindset and P.O.G.
Encouraging the struggle is engaging and exciting for students.
Students are flexible in their thinking and learning to build their stamina by focusing on the process versus correctness.

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Struggling helps students understand that there is more than one way to get to an answer.
The teacher was able to help students use appropriate tools to solve the problem. The teacher was also intentional about making sure students justified their thinking.
Classrooms that create the culture of productive struggle allow students to use academic conversation starters to respectfully disagree.

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

2. How does the teacher 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)

|

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)

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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It could change their behavior and outlook. They might go from hating a subject to giving it a chance. It goes along with a growth mindset; everyone can be good at something. They feel like they're a part of something, even if they struggle (learning is a continuum/process). Kids are more aware than we think, especially as they're getting older.In guidance last year they learned about growth mindset. We can continue that discussion across grade levels and reinforce what they already learned about the brain. We also need to watch what we say as adults.

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Students realize they have control over their brain and thinking. There are different strategies to assist in learning, we need to teach kids strategies to train our brain in a positive way. We need to be aware of what internal conversations we are having.

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Verbal language and body language can be powerful ways to change student thinking from a fixed mindset to a growth mindset. They need to see YOU being positive and thinking positively about them and yourself.

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Teaching the students a growth mindset would be winning half the battle. We need to not only teach them how to think explicitly, but also model it every moment so they see the benefits and are empowered.

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Talking to students about how the brain works can create buy-in. Students are intrigued by the fact that you as the teacher can show them strategies to help support their brain growth. They are even more intrigued by strategies and practices they can do themselves to develop their brains and a growth mindset.

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Kids really change their thinking about their own learning when they understand how their brain works -- that they can grow it through effort. We read Your Fantastic Elastic Brain which was a great kid-friendly read aloud to help students learn more about how to "grow their brains."

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Teaching students that they should have a growth mindset helps them remain flexible.

Kindergarten students can anchor on the power of yet because they are learning so many new skills. This is a perfect opportunity to move students in the right direction.

Students have an "ah-ha" moment when you introduce them to the power of yet.

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Students know their abilities are not finite and that they are able to grow.

The brain is a muscle that students need to exercise. We need to model for students ways to build their memory.

Sometimes teachers get so bogged down in the day to day and we need to explicitly teach our students how to train their brain.

We can show students that when they get a question wrong that is actually the time to push themselves and their brain.

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What might be some benefits of talking with students about how brains work?
Add one thought/question and respond to at least one other person.

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There Is No Such Thing As A Good Or Bad Memory | Jim Kwik