Meeting the Needs of High-ability Students in

the Classroom: Mindset and Rigor

Presented by Sharolyn Wilkin2013

Mindset quiz

Use your phone, computer or twitter to answer the

following:

http://www.polleverywhere.com/

sharolyn

Mindset: Fixed vs. Growth

Mindset: a mental attitude or inclination; a set of assumptions; beliefs about yourself and your

most basic qualities.

Mindset explains:

Why brains and talent don’t bring success

Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them

How you respond to praise and correction. http://mindsetonline.com/whatisit/about/index.html

Fixed vs. Growth Mindset

based on the work of Carol Dweck, PhD., Mindset: The New Psychology of Success, 2006

Fixed Mindset: Growth Mindset:Intelligence and talent are fixed traits

Intelligence and talent can be developed through hard work and dedication

Talent alone creates success Success is achieved through perseverance

Students worry about how smart they are

Students focus on improvement

Looking smart is most important

Learning is most important

Helpless Resilient

The Effect of Praise: Study on How Mindsets Are Communicated from:

Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance.

Journal of Personality and Social Psychology, 75, 33-52..

Intelligence praise: Effort praise:

“Wow, that’s a really good score. You must be smart at this.”

“Wow, that’s a really good score. You must have tried really hard.”

Result: Low confidence, motivation, decreased performance

Result: High confidence, motivation, increased performance

A tough challenge become tougher because talented people aren’t supposed to be stumped by a challenge.

Use “you’re the kind of person” statements: You’re the kind of person who works hard at something until you improve.

Discuss the idea of Mindset

with your table group.

Quotations

“Each time we ‘steal a student’s struggle,’ we steal the opportunity for an esteem building experience to take place.” --Dr. Sylvia Rimm, clinical psychologist

“I’ll never forget the first time I heard myself say, ‘This is hard. This is fun.’ That’s the moment I knew I was changing mindsets.” –Dr. Carol Dweck, p. 24

Rigor and Engagement for Growing Minds

by Bertie Kingore

“Rather than one more thing to add to our crowded curriculum, rigor intends to promote a more effective way to achieve high standards and learning success,” (p. 8)

Look at the chart on page 9, which shows what rigor is and is not.

“Advanced levels of achievement require a rigorous learning environment where students: Engage in high level learning processes; Receive support to learn concepts and skills on and beyond

grade-level, at a pace commensurate with their capabilities; Demonstrate their understanding through high-end

products evidencing relevant, sophisticated content. (p. 10)

Instructional Priorities

p. 17Content

Recognize realistic and relevant high-level expectations;

Integrate complexity and depth in content, process, and product;

Generate cognitive skills;

Orchestrate support systems and scaffold success;

Refine assessments to guide instruction and benefit learners.

Adding Rigor to Skills and Concepts

Process

Turn to pages 24-25 in your book. Look over the relevant applications suggested for your subject area. Talk to the people at your table and discuss the ideas shown here and more that you can incorporate into your curriculum. Also skim pp. 23-26. Please then share ideas with the group!

Product

“Students are more inclined to exert the effort to reach higher expectations when teachers incorporate choice in assignments (Johnston 2012),” p. 33

You already knew that, Henry World School – it’s very MYP!

Use task boards on pages 36 - 37 for ideas! Check out pp. 39-41 for Learning Experiences with Authentic Applications.

Adding Rigor and Interest

Question That! Today’s answer: freedom

Paper chains – how many problems can you write for the answer?

Venn Diagrams – have the student draw the objects they are comparing: characters, countries, ideas, etc.

Questioning and Strategies for High-Level thinking – pp. 82-83

More Tips and Tricks

Most difficult first: High-ability students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery. High-ability students often need less practice and fewer examples to “get it.”

Pre-test for understanding: Students with 80% mastery may do a replacement task or go on to the next level.

Have students create a rubric to self-assess their work before turning it in. Self-assessment encourages students to accept greater responsibility for their work and may motivate higher achievement.

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