https://padlet.com/jill_szafranski/1upe8v9gzwkp en-us 2018-09-10 18:25:43 UTC 2023-02-21 00:57:07 UTC hello@padlet.com https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280285369 I never thought about unknowingly telling kids that a specific group is better than another in the way we phrase a statement ("you {to a girl} did better than the boys on the math test"). Definitely something to keep in mind!]]> 2018-09-12 11:45:13 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280285369 jen_gilmore https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280303226  I enjoyed the videos back to back as I got to kind of contrast their ideaology. Carol Dweck and Jo Boaler have been great leaders in this movement. Dweck has great detail about feedback and questions directly to students/children to promote a growth mindset. Boaler has really great applicable information for administrators and teachers from a program point of view to have a system (or school or class) that promotes a growth mindset. The tasks given to students need to be of high cognitive demand and worth struggling with in order to grow. ]]> 2018-09-12 12:35:15 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280303226 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280344753 All of these videos make me want to be a student of this generation. I do think we need to rethink giftedness and the labels we advertently or inadvertently put on each other. I hope to continue to praise the process, not the answers; focusing my praise on such things as effort, improvement, strategies, focus and perseverance. The first video made me wonder about our proactive intervention and if we might be underestimating a student's own math ability by offering unsolicited aid.]]> 2018-09-12 13:48:28 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280344753 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280348212  There were many points that resonated with me from the videos and article. For example, "to live in places that create growth, to live in places filled with yet."  It is important to remind students that one can really do anything if one works hard. We need to change the way we've been conditioned to think about what intelligence means. People have come to believe that the amount of time that it takes someone to complete a task determines how smart that person is. I do believe that the length of time one takes to complete a task can help you determine the level of understanding one has in a given area however we cannot use that to determine how intelligent a person is. ]]> 2018-09-12 13:54:09 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280348212 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280354291 The idea that interested me is: "How can I change if I am stuck in a fixed mindset?" The definition of fixed versus growth mindsets is clear, what is not clear is how do we find ourselves more prone to take on one type instead of the other. So students need to be exposed to this growth mindset as young as possible for them to accept it as a normal part of everyone's life. "Choosing to be positive" is something repeated in all the videos I had watched. That is a very difficult idea. I think that we have to reprogram our brains to change in that way. I found some exercises that could help (such as finding the positives instead of being stuck in the negative - which studies have shown that "negative" has a more powerful influence on the brain than "positive" does.)
I loved the Tedx talk given (that I am sharing- and forgive the title, but there are some solid ideas here!) on how you can take some control over the things you wish to change in your life, and in turn changing our mindsets with success!]]> 2018-09-12 14:03:28 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280354291 micheleirwin https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280357035 I found it interesting in the video, the students' feelings about being labeled as gifted. This puts a lot of pressure on students because they feel they should never need help. Then you look at the students that aren't labeled as gifted and that makes a student feel like they should give up because they are just never going to be successful in anything. I thought this picture was a good reference to look at when I am in pz with students. It could be comments I could make in pz if a student has a negative thought on their growth mindset in math. ]]> 2018-09-12 14:07:39 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280357035 crystal_boris https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280357832 Thesew type of activities make me so happy! Learning or relearning about things I know helps my mind to grow and it becomes inspiring. It's so awesome to have seen these videos because it helps to bring back thoughts we as teachers may or may not have thought of recently. I'm not one to place labels on people and have never believed in the term gifted. Everyone has gifts and curriculum should be designed around the student not vise versa. This really helps us with a better focus on our word choice and our use of labels on students. It also helps us to think about a shift in our focus which is what both videos explained so well. Our focus should be placed on what the students is doing well not on praising the big words or the correct answer but praising the grit! Praising the perseverance. This is important as teachers, educatators, and also as parents. I've often told my daughter - you get out there and you beat the boys! Seems silly now. We need to help change student's focus or their mind set from negative to positive and that is why I love this image I am including here. I'd like to copy this quotation and use it over and over -  ]]> 2018-09-12 14:08:52 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280357832 cassie_ulisse https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280358481 The idea that really stood out to me was that we should praise effort rather than intelligence. When praised for intelligence, students are more likely to think that their ability is fixed and cannot be changed. When tasks become difficult, the student could believe they are no longer smart. However, when they are praised for their effort, they realize through hard work their talents can be improved and they begin to embrace challenges. Not only is this an important mindset to have in the classroom but it is an essential mindset to have in everyday life. Mistakes are proof that you are trying, and they will teach you the most important lessons in your life!

]]> 2018-09-12 14:09:52 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280358481 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280368005 These resources had me thinking a lot about how children are raised, what they hear, what they see, etc. and how all these experiences can shape minds at such an early age. We need to be mindful of words we use, how and what we praise, bias tendencies, how and what we teach, and even the message we convey as we look up to specific role-models. I like how the article said to praise effort rather than intelligence, but to explicitly frame it as a way of building ability. This goes hand-in-hand with Carol’s ‘not yet’ philosophy that contributes to equality within all classrooms. Abilities are capable of growth, and a growth mindset can thrive with suitable effort, strategies, and appropriate instructional guidance.
Below: I like this image because I think it would be such a cool classroom decoration for motivation! :)]]> 2018-09-12 14:25:24 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280368005 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280370418 I love the idea of “Not yet.” You may not know this yet, but you can learn it. Or you may not have mastered this yet, but you can work hard to master it in the future. This is so motivating and encouraging. It lets students know that if they keep working hard, they can learn anything. ]]> 2018-09-12 14:29:38 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280370418 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280371779 All growing up throughout my school years there were students labeled as "gifted"   This gave the idea that they were the bright ones and the others called themselves "dumb".  I like how  it was said that here is no special gift necessary to learn math in school.  Success in school math is attainable for every students given the right  training and beliefs about ability.  I love the idea of "not yet" being used.]]> 2018-09-12 14:32:00 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280371779 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280372305 This is my favorite because my granddaughter has autism and she struggles to learn. However, she loves to dress in Super hero costumes and we consistently emphasize that her brain is growing as she struggles to learn new concepts]]> 2018-09-12 14:32:55 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280372305 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280372711 2018-09-12 14:33:32 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280372711 kay_howard https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280374219 I've always explained to my students that mistakes help your brain grow and that I had no doubt they could learn to do whatever the task or concept at hand was. But what really struck me was how detrimental the 'gifted' label is - to students both with and without that label. One of the girls in the 'Rethinking Giftedness' video did a great job in articulating how the idea of being 'gifted' prevents people from helping each other and learning from each other. The whole topic really got my wheels turning and helps me do some needed re-calibration. It's not that I bought in to the whole 'gifted' thing; I think it's completely archaic. But the article and video really showed me how detrimental it is and how I need to make sure that I'm not supporting that mindset in any way.

One more thing that struck me was the age that females start viewing males as 'better' at math. Monday's article says it happens around age 6, but it's unknown why. Well, age 6 is when kids typically start first grade. So, the idea is so indoctrinated in our society that manages to come through and girls learn right away in school the fallacy that 'boys are smarter'.]]> 2018-09-12 14:36:03 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280374219 jamie_weston https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280392624 We have very important jobs and tasks to accomplish being live teacher coaches! We can be powerful puzzle pieces in helping the students realize that some sort of math brilliance is not required to be capable of successful math-related subjects.  He or she can accomplishing amazing things with effort! A way to build that bridge of YET is by praising wisely... meaning praising for effort and process rather than providing us with correct answers.]]> 2018-09-12 15:03:39 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280392624 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280393740 "Not yet" is so liberating for teachers and students! It relieves the pressure of getting a "grade" for school work. I first learned about the concept of "Not Yet" in a TedX talk given by the founder of Khan Academy (Sal Khan), about teaching for mastery, and it just clicked right then for me! I think that it would be a wise decision for schools to consider a continuum of achievement for mastery of concepts rather than the old-school system of assigning grades. This type of change would have the potential to enable students to more readily see the results of hard work and persistence when they achieve their moment of academic growth; moving from "Not Yet" to "Got it Now!"...definitely a cause for celebration!
 

 
to]]> 2018-09-12 15:05:26 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280393740 melissa_mitchell2 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280403974 Until reading that article and watching those videos I didn't think having the gifted classroom was bad. I thought it was a great way for the kids who excel to be challenged. I never thought that by pulling them out and telling them they are going to gifted which is where the smart kids go could be so detrimental to them.  Things always came easy to me in school, until I hit a wall in College.  Then I struggled to study, struggled to teach myself, I still struggle.  Which is why I make sure kids are praised for their effort and not for their "smartness."
I loved the idea of the Power of Yet.  Babies can't walk at first but they will, and parents know that and say as much.  Why can't we use this same idea for our students who don't yet know how to multiply or divide correctly?  Why can't we tell them you aren't there yet, but you will be?    The answer is we can and we should.  I know I plan to come up with phrases that speak to the power of yet, and hopefully it will encourage kids to want to learn more!]]> 2018-09-12 15:20:45 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280403974 jeremy_shock https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280442681 Growth mindset has always been fascinating to me. It is fascinating in large part because of the seemingly simple nature of the approach. If we can encourage students (and people) to realize that they have so much potential if they apply themselves, learn from their mistakes and don't give up, they can grow their brains and be successful in so many things. The impact of that change of mindset is so powerful. The article we read that talked about "brilliance" and the implications on gender and race bias was really interesting. Specifically the part about the language used in describing opportunities to different genders and how "brilliance language" could increase anxiety and decrease sense of belonging among women was very interesting and sad. Another big takeaway for me was the piece on being mindful of "false growth mindsets" and how simply telling a student to "try harder next time" is not enough, but we should focus on the strategy used, identify what went wrong, learn from the mistake and try a new strategy. The link below is a short article about how important a "growth mindset culture" is to the success of Microsoft under their new CEO.]]> 2018-09-12 16:23:42 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280442681 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280466925 I love the concept of growth mindset! It's something I think about a lot when I'm working with students or even when I'm playing with my nephew and niece. I do notice that I have the urge to say things like, "You're so smart!" or "You're so good at [this thing they didn't put much effort into achieving]". But these types of phrases only encourage the idea that the person has some innate quality that they were born with.
I added the article, "Carol Dweck Revisits the 'Growth Mindset'." This article emphasizes that praising effort is not enough to encourage a growth mindset. For example, if a student is putting in effort, but does not have the correct strategies or tools, it's not a good idea to only say something like, "I like that you're working hard!" We need to also engage the student's thinking, in order to provide them with new learning strategies and encourage them to seek help when they need it. I think a good number of our PI phrases do this, "It is okay if you do not know! We can work together to find out." and "I understand why you think that, but let's look at this another way." come to mind. Both of these phrases redirect the student towards successful strategies.]]> 2018-09-12 17:05:20 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280466925 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280472326 We are a data driven society. Despite what test results may indicate, scores on college entrance exams, or IQ tests, do not define whether or not a person can handle the rigor of college, or that of a gifted program. What it really boils down to is hard work. How much hard work is someone willing to give to do what it takes. I do believe some individuals are born with natural abilities. I've seen it. Those abilities had to be unlocked, but many of us have heard of or known someone who learned how to play a musical instrument on their own and without any instruction. They had to start practicing the instrument, but without any formal teaching if they learned to play that's natural gift. Other than those special circumstances most of us have to work hard at something before we're good at it. However, we can learn it if given the opportunity, the training, and if we have the desire to really learn it. I often think of the students in the movie Stand and Deliver with the teacher Jaime Escalante. His first group of students that passed the AP math exam were never expected to, and not only did they pass it once, but twice. What most don't know about that story is all the work and effort that other teachers provided to help those students perform at high levels, and the desire the students had to learn. It was a monumental effort, and not just one individual. ]]> 2018-09-12 17:13:50 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280472326 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280525097 I think it's easy for adults to lose sight of the value of the "not yet" mentality. It can be easy for us to settle into our habits and stick to what we're good at. We often have to push ourselves quite hard to grow into new skills and abilities. Yet, we challenge our students to do this every day. Unless we model for children that we too have many "not yets" in our lives, the idea of currently being unable to do something can come across as daunting and scary for students. I like the attached picture because it shows a fun way for students to showcase the "not yets" in their lives that exist outside the classroom as well. Many of these skills are things the students know they will learn in time, so being able to connect those with math, which a student may not initially see as something they can eventually understand, is invaluable. I would like to see the teacher add his/her "not yets" to this too to show that growth is a lifelong attitude.]]> 2018-09-12 18:41:50 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280525097 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280527320 These articles/videos have deeply struck a core with me. I deeply believe in following this growth mindset and apply it often with my programming. For example, 2 years ago when Jen Gilmore showed me an old script that Dustin had written and was approached by the leads for my first project they asked me "Can you make this?" At the the time a large part of me wanted to say "no" because I hadn't been programming all that much that particular year, but I approached it with a growth mindset saying "Yes, I can learn how to make it", and thus was given the opportunity to start the project. This obviously grew eventually to the Transcript Report and Efficiency Report. Now I am very comfortable being able to say "Yes I can learn how to do this thing" with almost anything. ]]> 2018-09-12 18:45:38 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280527320 kimberly_abrams https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280556185 I found this topic fascinating and was able to see how a fixed mindset caused learning issues for some children that I had in my classroom. It was very difficult to overcome a child who already thought they couldn't do it and were told at home they couldn't do it. My favorite takeaway from the videos was the one fourth grade girl who had great insight into the losses that would happen if students were labeled and separated. She had said that maybe the kids would have collaborated well. And also my favorite point that she mentioned was what if someone was not labeled gifted, and they could have done something amazing! So very true. How many successful people tell their story and say they did not succeed in a traditional classroom setting. We never want to stop someone from reaching their potential and we need to learn how to overcome fixed mindset and foster a growth mindset environment. I liked this graphic that had practical ways to help with that.]]> 2018-09-12 19:48:21 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280556185 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280571187 The article and the videos were so interesting! I found it so shocking to hear the kids themselves say how much a label had impacted their life. As teachers, we might not think of the effect that a label can make in a child's life! I thought it was so sad to think many students felt they couldn't ask for help because everyone thought they would know the answer already. I really liked the idea of a growing mindset, where the result is not the satisfactory part but the effort that it takes to get to that result. It was amazing and very powerful to see that a different mindset can have such an impact in the life of students and how they approach life and problems themselves. I picked the award stickers! That is something that I would totally have in my classroom. It is a great attitude to have towards life and anything we do. ]]> 2018-09-12 20:32:36 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280571187 kimberly_stanek https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280844822 2018-09-13 14:12:41 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/280844822 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/281061562 2018-09-13 20:44:17 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/281061562 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/281061575 2018-09-13 20:44:20 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/281061575 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/281509130 2018-09-14 19:50:28 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/281509130 rachel_adams3 https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/282947275 I really liked the video that discussed the Power of Yet/Not Yet. This image is meaningful to me because it really represents that we are all works in progress and a label does not determine your potential. I love the idea of not labeling kids. We live in a society filled with labels, not just in school. Moving away from these labels will give a sense of equality and allow children to open their minds to knowing they are acheiving great things and can achieve even greater things with work and prseverance  ]]> 2018-09-18 14:48:32 UTC https://padlet.com/jill_szafranski/1upe8v9gzwkp/wish/282947275