Math Mindset Comes First: Closing the Achievement Gap

Math Mindset Comes First:Closing the Achievement Gap

Thursday, December 8, 2016

Presented by

Leland Kriegh, MSProfessional Development and Implementation SpecialistDreamBox Learning

Join the Adaptive Math Learning community: www.edweb.net/adaptivelearning

• For better audio and video, close other applications that use bandwidth

• If you are having audio or connection issues, try the “Switch to Phone” option by clicking “More” the top of the screen

• For a larger view of the slides, hover over the top-right side of the screen to access the “Maximize” button

• Please post your questions in the chat box

• If you’re tweeting today, use the hashtag edwebchat

• If you have any problems, staff from edWeb are standing by to assist you

Here are some webinar tips:

Tweet using #edwebchat

Invitations to upcoming webinars

Access to recordings of past webinars

Online discussion forums

A CE certificate for each quiz you take

You’ll receive the following benefits:

Please join the freeAdaptive Math Learning

community!

Use this link to join the community:www.edweb.net/adaptivelearning

To Get YourCE Certificate:

If you logged in live with your email address:Your certificate will be emailed to you the next business day.

If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.

To take the CE QuizJoin the community at www.edweb.net/adaptivelearningYou’ll find a CE Quiz in the Webinar Archives

Leland Kriegh is a Professional Development and Implementation Specialist at DreamBox Learning. A certified K-8 educator, Leland has more than 10 years of classroom experience and a master’s degree in Education Media Design and Technology. He is also an experienced cognitive coach and professional development trainer who has a passion for pushing himself and others to do more than what was thought possible.

Math Mindset Comes First: Closing the Achievement Gap

Leland Kriegh, MSDreamBox Learning

8 December, 2016

Why do we need to address the psychology of the student to close the achievement gap?

Problem - Disengagement

I’ll never be good at math

Problem - Disengagement

I’ll never be good at math Please Excuse My Dear Aunt Sally??

Problem - Disengagement

I’ll never be good at math Please Excuse My Dear Aunt Sally??

I will never use this

Problem - Disengagement

I’ll never be good at math

Just look smart

Please Excuse My Dear Aunt Sally??

I will never use this

Trying To Close the Achievement Gap Without Addressing Mindset Is Like…

Carol Dweck Jo Boaler

Growth Mindset

• Plasticity

Growth Mindset

• Plasticity• Challenge

Growth Mindset

• Plasticity• Challenge• Mistakes Grow!

Growth Mindset

• Plasticity• Challenge• Mistakes Grow!• Praise the process,

not the student

Blackwell, et al., 2007

Teaching Growth MindsetBrain Science• Making new connections• Challenges• Mistakes

www.mindsetkit.orgwww.growthmindsetmaths.comwww.mindsetworks.comwww.mathforlove.comwww.youcubed.org

Resources

Fostering a Mathematical Mindset

• Curiosity• Connection Making• Challenging• Creativity• Collaboration

Are your students proficient in the Mathematical Practices/Processes?

How do you know?

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Practices & Processes

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Short, Closed Questions

1. What are the factors of 28?2. 9 x 54 =3. 1/4 + ½ =

Low Floor / High Ceiling

In Summation

To close the achievement gap, first assess the mindset of the student and address the mindset before specific skills.

Questions?

DreamBox Learning® K–8 MathAvailable in English & Spanish

DreamBox Lessons & Virtual ManipulativesIntelligently adapt & individualize to:• Students’ own intuitive strategies• Kinds of mistakes• Efficiency of strategy• Scaffolding needed• Response time

AssignFocus™To accelerate learning, offer remediation, and adjust classroom instruction

Differentiated assignments for every student through your Insight Dashboard

Follow us at @DreamBox_Learn

Learn more and see how it works:www.DreamBox.com/request-a-demo

Efficacy: Independent Validation from CEPR at Harvard University

We value your feedback!Let us know how we’re doing:

www.surveymonkey.com/r/GC6ZCM7

Thank you to our presenter!

Leland Kriegh, MSProfessional Development and Implementation SpecialistDreamBox Learning

edWeb would like to thank

www.dreambox.com

for sponsoring this webinar!

To Get YourCE Certificate:

If you logged in live with your email address:Your certificate will be emailed to you the next business day.

If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.

To take the CE QuizJoin the community at www.edweb.net/adaptivelearningYou’ll find a CE Quiz in the Webinar Archives

Invitations to upcoming webinars

Access to recordings of past webinars

Online discussion forums

A CE certificate for each quiz you take

You’ll receive the following benefits:

Join the free community!Adaptive Math Learning

www.edweb.net/adaptivelearning

Thank you all for attending!