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Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigor. Presented by Sharolyn Wilkin 2013. Mindset quiz. Take the quiz with your cell phone – text a code to the number given on the quiz. Mindset: Fixed vs. Growth. - PowerPoint PPT Presentation
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Meeting the needs of advanced students in the classroom: myths, tips, tricks and rigorPresented by Sharolyn Wilkin2013
Mindset quiz
Take the quiz with your cell phone – text a code to the number given on the quiz.
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 teaching a simple idea about the brain raises grades
and productivity
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.
Temple Grandin: don’t become your label!
Teach students to rise above the label – whether GT, Autistic, Special Education, etc.
Temple thinks that students need to work on marketing their skills and show students “interesting stuff.” Light the spark! Shared interests help develop social skills.
Types of thinkers: visual thinkers, pattern thinkers, verbal mind.
http://ed.ted.com/lessons/the-world-needs-all-kinds-of-minds-temple-grandin
Tips and Tricks
Most difficult first: Advanced students should have the opportunity to show what they know. They do the most difficult problems first as a means of demonstrating mastery.
Pre-test for curriculum compacting: 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.
Adding Rigor and Interest
Question That! Today’s answer: orchestrate Paper chains – use for secret number. Higher level questioning – see handoutStrategies for High-Level thinking – see handoutTurn and talk about how you might implement
these ideas into your classrooms. Share other ways you incorporate rigor and
interest in your rooms.
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