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To wrap up our hands on diorama project that the students completed in groups, I would have them fill out some sort of reflection that requires each group member to identify one thing they did really well throughout execution of the project. I will then Jigsaw the students to present out to different groups so they can share their successes with others. There will be reflective questions posted for the students to prompt each other and the goal will be for them to identify that they all can be good at one thing and combine their expertise to collaborate on a specific task.

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This is something that worked wonders for me in school, but even in college. Everyone needs to be reaffirmed and to have their confidence built up sometimes, and while I know I miss opportunities from time to time, I do my best to recognize and acknowledge when student's are practicing effective learning strategies and producing quality work as a result. I like the Academic Mindset just because it will make that acknowledgement more specific and consequently effective. Should be done publicly and privately!

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Have an anonymous shout out board where students make post it notes celebrating and honoring each others academic mindsets- Teachers can add to it as well . This could be an EXIT TICKET idea 

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Have an anonymous shout out board where students make post it notes celebrating and honoring each others academic mindsets- Teachers can add to it as well . This could be an EXIT TICKET idea 

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Example: Shout out to Holly for revising her checkpoint

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-Talk to them individually, not whole group.
-"I'm on your side".
"What questions do you have?"
-"Great word!"

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Identify what it means to be "traditionally" smart (and specific to content if you teach a specific subject) and then also think about a reimagining of what it means to be smart in that subject. When talking with kids, point out how they are exemplifying that new ways of being smart (ex: "I noticed you did ____ with your group and that was really powerful to help your group move forward")

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Identify what it means to be "traditionally" smart (and specific to content if you teach a specific subject) and then also think about a reimagining of what it means to be smart in that subject. When talking with kids, point out how they are exemplifying that new ways of being smart (ex: "I noticed you did ____ with your group and that was really powerful to help your group move forward")

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When students fall into talking negatively about themselves because they are not fulfilling stereotypical expectations of being good at said thing, we can interrupt it by reinforcing why they've demonstrated an act of academic intelligence. e.g. S: "I'm bad at math because I'm slow." T: "Thinking slowly just means you are thinking deeply, which is essential to success in math."

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Every student is a genius. Find the things that students are best at and name their genius to show them they have it in them to be successful.

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I have been working on noticing and

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Yes, having them explain where/why they are stuck helps them communicate to you where they are in the "pit" and their academic mindset ... so asking them to explain why they need help, or how/where they are stuck is really helpful

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Yes, having them explain where/why they are stuck helps them communicate to you where they are in the "pit" and their academic mindset ... so asking them to explain why they need help, or how/where they are stuck is really helpful

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Be diverse and flexible with your planning of activities and projects  

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Be diverse and flexible with your planning of activities and projects  

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provide diverse assignments and projects that teach and assess a variety of skills so students can explore their strengths and have a range  opportunities to demonstrate how they best express their competency

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I think that how we respond to wrong answers also helps with this.  When we respond to wrong answers by just moving on and/or saying no... the students don't like to take risks.  But by asking them about their thinking, or acknowledging what made their answer interesting (even if it was wrong) OR but just thanking them for their participation even though the answer was wrong it really helps the students gain confidence that your classroom is a safe space to share their thoughts and ideas without feeling ashamed of wrong answers.

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I think that how we respond to wrong answers also helps with this.  When we respond to wrong answers by just moving on and/or saying no... the students don't like to take risks.  But by asking them about their thinking, or acknowledging what made their answer interesting (even if it was wrong) OR but just thanking them for their participation even though the answer was wrong it really helps the students gain confidence that your classroom is a safe space to share their thoughts and ideas without feeling ashamed of wrong answers.

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This is something I could practice more. I.e. "I see Maria already has her Chromebook open and is pulling up the do now" rather only calling out things like "reminder, everyone should have their phones away"

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In order to interrupt the self talk students need to be able to identify negative self talk first. This will require some explicit naming of that. Negative self talk can be insidious

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In order to interrupt the self talk students need to be able to identify negative self talk first. This will require some explicit naming of that. Negative self talk can be insidious

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Helping students to rethink, use evidence to show they really can do the work

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"I See you, I care, How can I help you grow." Use check-ins and make positive connections.. Use intentionally structured conversations and implement feedback.

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MaryElise begins by asking Israel about himself, his family, and his feelings about writing. MaryElise shares about herself too.

According to Hammond, learners only internalize feedback from someone they trust as a caring expert. There's neurological basis for this - when we feel unsafe, our brains shut down our learning centers and tune into clues for survival.

"Beyond the research, this is just a matter of kindness and caring," shares MaryElise. "Normalcy is so fragile right now - I want any learner (whether my child or someone else's child) to know first and foremost that I care."

2. The conversation is affirming and engaging.

MaryElise engages Israel in talking about what is tricky about the prompt and validates his experience. She affirms the strengths of his writing and asks Israel to reflect on his challenge in writing this piece.

This allows Israel to have a voice in the direction of his feedback and potentially first name where he wants to grow. It also pushes Israel to be metacognitive about his own writing - a skill he may need to continue to leverage if he's working remotely and independently during school closures.

3. The conversation is intentionally structured.

MaryElise uses the asset-based feedback framework from Hammond to guide her conversation with Israel.

Asset-Based Feedback Protocol from Hammond's Culturally Responsive Teaching and the Brain

MaryElise also leverages this planning template and Achievement First's writing rubric to map out her own thinking and prepare for the conversation.

Importantly, she walks into this 1:1 conversation knowing the questions she wants to ask and the points she wants to make, with a plan on how to engage Israel in this feedback. They accomplish so much in this 15-minute conversation as a result.

4. Feedback is planned and prioritized.

MaryElise's pre-work with the essay and writing rubric allow her to zero in on one high-potential area for growth - specifically, helping Israel explain important moments in the text so that a reader can follow his argument.

Excerpt from MaryElise's Pre-Conference Plan - see more here

"Don't point out everything that needs adjusting," Hammond cautions. "That's overwhelming for a dependent learner and may actually confirm her belief that she is not capable."

Instead, Hammond encourages teachers to be explicit with the feedback by making it specific, actionable, and timely while still affirming the student along the way. This can look like reminding a student of the goal and what mastery looks like and where the student is in relation to the goal.

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"I See You. I Care. How Can I Help You Grow?"

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MaryElise begins by asking Israel about himself, his family, and his feelings about writing. MaryElise shares about herself too. According to Hammond, learners only internalize feedback from someone they trust as a caring expert. There's neurological basis for this - when we feel unsafe, our brains shut down our learning centers and tune into clues for survival.

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JROTC offers constant reinforcement to avoid and push away negative self-talk.  One of the phrases I use is, "Your goal should be to better today than you were yesterday."  We also teach a block on SEL strategies, and show them how everyone is smart, but in different ways through the use of Learning  Competencies.

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JROTC offers constant reinforcement to avoid and push away negative self-talk.  One of the phrases I use is, "Your goal should be to better today than you were yesterday."  We also teach a block on SEL strategies, and show them how everyone is smart, but in different ways through the use of Learning  Competencies.

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This can also be good in small groups when problem solving or AESing students can work together to show how they utilize their resources to help them through the question/problem.  A little less formal, but still a way for students to model their own thinking and learning using a peer's experience.

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So important for students to identify their strengths and celebrate

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Reminds me of how learning objectives and language objectives can help give students boosts of accomplishment. I.E. "At the end of the lesson we will X" "You will be able to show X by doing Y" help anchor students to the task at hand and help them be cognitively aware of the progress they are making, leading to stronger self perception and feelings of competence

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This helps students show growth in an area they may struggle. This may also provide encouragement and how students may meet their goals

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I agree with one of the earlier posts ^^ Providing CHOICE for how students will be assessed, that can line up to individual strengths and interests, allows students to reflect on what they are good at and enjoy doing and cultivates a meaningful assessment opportunity.

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I like this, but would have to really work to find time to fit this is, meeting with each student individually. I wonder how I could adjust this to reach all of my students in a quicker but still meaningful way

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I really like the idea of helping identify "typical" beliefs and having students discuss and create ideas to counter those beliefs.

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Quick feedback is crucial for students to identify needs or accomplishments

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Sometimes I like the students to work through this type of talk about something that isn't academic. Like goals on a sports team, working out, weight gain, getting a job, etc... They see how they work through their problems in other aspects of life and realize they can apply that mindset to academics as well.

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Post images of students holding up signs, such as : "just because I'm black, people think I'm good in sports, " people think I can cook because I'm a girl," ... Then have each student discuss the stereotype they chose and why they chose it in a smaller group (station), watch a video (station), write about how they feel (station)
I took this project from Maya Chavez, Civics Teacher.

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Agree with this strategy.  Kids don't always connect their competencies with academics

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Agree with this strategy.  Kids don't always connect their competencies with academics

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If we're talking about a reading and I ask an opinion-based question, I always like to point out that because I'm asking for an opinion there's no wrong answer. This sometimes helps kids shift from the negative "I don't know" talk...

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Important to recognize small steps in math because one problem can involve a lot of different concepts. Just because a student does not get to correct answer, doesn't mean they have not made progress. They need help recognizing this.

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Praising positive academic mindsets creates the culture of positive future sharing behaviors.

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I've implemented something like this in the past with one-on-one check ins, where I look at students' data with them and guide them to take notes and answer questions (written or orally) as we consider everything. Then, I ask students to write a reflection about how they thing they're doing/what progress they're making. Can also be linked back to a SMART goal.

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I think that sharing that it doesn't matter how long something takes you it just matters that you get there in the long run.  The tortoise and the hare...who won that race!  Always give an example of someone "slow" who wins.  Changing the language from "slow" to careful helps.

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I think that sharing that it doesn't matter how long something takes you it just matters that you get there in the long run.  The tortoise and the hare...who won that race!  Always give an example of someone "slow" who wins.  Changing the language from "slow" to careful helps.

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Seems like this strategy would work well as students are setting their goals in advisory.