Foundation of Essential Beliefs Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Personal Relationship Building Class

Foundation of Essential Beliefs

OverarchingObjectives

CurriculumDesign

Objectives

Assessment LearningExperiences

Personal Relationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

Planning

Management

Instruction Strategies

Motivation

Curriculum Planning

AStudying Skillful Teaching: Using Data Day to Day

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Do Now:Review the criteria for Experiment #1, and please turn it in.

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Essential Question

What do skillful teachers believe, know, and do—individually and collaboratively—to promote the learning and achievement of each and every student?

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Foundation of Essential Beliefs

OverarchingObjectives

CurriculumDesign

Objectives

Assessment LearningExperiences

Personal Relationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

Planning

Area of Performance

Expectations

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Objectives for Today

By the end of today, you will be able to…

Explain attribution theory and its significance in terms of student learning and apply the research on attribution theory in your practice

Apply attribution retraining strategies to change beliefs that get in the way of student motivation and achievement

Framing the day

Attribution Theory Attribution Retraining

Effective Effort Watch your language! Saturate the Environment Encourage Self-Assessment

Assignment: Experiment #3 (due 1/9)

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Itinerary for the Afternoon—We Are Here

Itinerary

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? ?

??

is concerned with the explanations we give ourselves when we succeed for why we succeeded and when we fail for why we have failed.”

“Attribution theory…

Definition: Attribution Theory

Source: John Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 271.

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TST-271

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Activator: Brainstorm and Record #1

What are some of the things you

hear students give as

explanations when they do not

do well at tasks (e.g.,

homework, math problems,

essays, written work)?

Activator: Brainstorm and Record #2

What are some of the

things you hear students

give as explanations when

they do well at tasks?

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is concerned with the explanations we give ourselves when we succeed for why we succeeded and when we fail for why we have failed.”

“Attribution theory…

Definition: Attribution Theory

Source: John Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 271

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TST-271

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Attribution Theory

Our perceptions of the causes, rather than reality, are critical because they influence…

Our self-concept

Our expectations for future situations

Our feelings of power and efficacy

Our subsequent motivation to put forth effort

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Attribution Theory

Source: Based on the work of Bernard Weiner. (Bernard Weiner. 1972. Theories of Motivation: From Mechanism to Cognition. Chicago:

Markham. Bernard Weiner. 1974. Achievement Motivation and Attribution Theory. Morristown, NJ: General Learning Press.)

Internal External

Constant(Fixed)

Variable(Changeable)

AbilityTask

Difficulty

EffectiveEffort

Luck

TST-271

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Attribution Theory

“If I believe I have ability and can achieve success with effort, I have a positive self-concept as a student. If I believe that no matter how hard I try, I will not be successful, my impression of my ability and my self-concept suffers. If I believe my A was the result of teacher indulgence or luck, my self-esteem is not enhanced. Pride results from accomplishment only when we attribute that accomplishment to ability or effort.”

— Madeline Hunter and George Barker

Source: Madeline Hunter and George Barker. 1987, October. “ ‘If at First…’: Attribution Theory in the Classroom.” Educational Leadership, vol. 45, no. 2, p. 52.

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“Research on high achievers, whether in mathematics, athletics, the arts, science, or business, reveals that successful people exert enormous effort (Gardner 1983, Bloom 1985). Consequently, if students are to succeed, they must believe that when they expend effort—something they completely control—they will experience success. But note that if students believe success or failure is the result of ability, task difficulty, or luck, then there’s no point in putting forth a lot of effort. Also remember, it is their perceptions of causality, not reality, that matter in these events.”

— Madeline Hunter and George Barker

Source: Madeline Hunter and George Barker. 1987, October. “ ‘If at First…’: Attribution Theory in the Classroom.” Educational Leadership, vol. 45, no. 2, p. 51.

Attribution Theory

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At your tables, label each of the items on both lists according to their attribution:

E — Effort A — Ability T — Task difficultyL — Luck

Labeling Attributions: Abbreviations

Labeling Attributions: “Cue Card”

SUCCESSEffort• I studied hard.• I studied with a friend.• I got help from my parents.• I reviewed my notes.Ability• I’m smart.• I’m good at _____. Task Difficulty• The test was easy.Luck• I was just lucky.• The teacher likes me.

FAILUREEffort

• I didn’t study enough.

• I didn’t review my notes.

• I forgot to take my notes / book home.

Ability

• I’ve never done well in _____.

• I’m bad at _____.

Task Difficulty

• The test was too hard.

Luck

• You didn’t teach us that.

• The teacher doesn’t like me.

• I didn’t have enough time.

• I didn’t study what the test was on.

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Summarizing Attribution Theory

With your Attribution Theory learning partner, take

turns restating key points about attribution theory.

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What connections do you make between mindsets and your own students’ beliefs and behaviors?

Connections: Dweck’s Research and Your Students

What concrete actions can you take to change negative mindsets?

Consider…

How and whom you call on

How you respond to students’ answers

How you deal with students’ mistakes

Grades

How you give feedback—verbal and written

means getting students to change their attributions of success and failure away from factors over which they have little immediate control (luck, task difficulty, and innate ability) to the factor over which they have the greatest control: effort.”

“Attribution retraining…

Definition: Attribution Retraining

B-254

Source: John Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, pp. 299-300.

This is important.

You can do it.

I won’t give up on you.

Three Key Expectations Messages

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Source: Adapted from The Efficacy Institute, Waltham, MA.

Effort-Based Belief / Incrementalist Belief /Growth Mindset

ACHIEVEMENT

CONFIDENCE

EFFECTIVE EFFORT

ABILITY

Hard Work Strategies

+

+

TST-270

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Source: Adapted from The Efficacy Institute, Lexington, MA.

Effective Effort

ACHIEVEMENT

CONFIDENCE

EFFECTIVE EFFORT

ABILITY


+

+

B-254

Working hard and using learning strategies deliberately to “get smarter” at important knowledge and skills.

Effective effort is…

Definition: Effective Effort

B-254

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Hard Work

ACHIEVEMENT

CONFIDENCE

EFFECTIVE EFFORT

ABILITY


+

+

B-254

Elements of Hard Work

Time

A willingness to spend the hours needed to finish the job well.

Focus

Concentrating only on the work; no TV or other distractions.

Resourcefulness

Knowing where to go and whom to ask for help when I’m really

stuck.

Use of Feedback

Looking carefully at responses to my work so I know exactly what

to fix.

Commitment

Being determined to finish and do my very

best work.

Persistence

If one strategy isn’t working, trying

different ones until I find one that works.

B-254

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

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Strategies

ACHIEVEMENT

CONFIDENCE

EFFECTIVE EFFORT

ABILITY


+

+

B-254

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Teaching Effective Effort by Direct Instruction

In order to teach the identifiedlearning strategy, the teacher… Names it Explains why it is useful Demonstrates and models it Teaches the related vocabulary Gives students multiple opportunities to

practice it Provides feedback to improve performance Celebrates when s/he sees it being used

B-254

Key Terms

Class Notes

• Lecture• On chalk board, • overhead

• Video

• Demonstration

Summary of notes

2/3

1/3

2/3

1/3 Personal connections and reflections

• Outline

• Graphic organizer

• Response to a prompt or question

A Variant of the Cornell Method of Note-Taking B-257

Topic: Date

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PERFORMANCESPRODUCTS

Products and Performances: Silent Brainstorm

B-256

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Products and Performances: Examples

PRODUCTS PERFORMANCES

• Learning logs• Essays• Written tests• Lab reports• Graphic organizers• Summaries• Response journal entries• Geometry proofs• Observational drawings• Notes

• Oral presentations• Physical skills (dribbling a basketball, backhand in tennis)• Dance• Dialogue in a second language• Reading aloud• Singing

Attribution Retraining

Attribution retraining involves… Language: Consciously use incremental / effort-

based belief language and avoid entity belief language. Teach students the “language” of attribution theory.

Data: Listen to students and observe their behaviors to uncover what they currently believe about the causes of their successes and failures.

Strategy Instruction: Explicitly teach students the strategies they need to accomplish tasks and to make their effort effective.

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Talk about effective effort with your classes and with individual students.


1. Avoid innate-ability belief statements.

AB-255

2. Counter innate-ability beliefs with incremental or effort-based belief responses.

3. Share your own personal stories of effort and getting smarter.

4. Ask students to recall personal stories when they or a family member succeeded because they didn’t give up.

6. Use a graphic or analogy to explain the relationship between effort and achievement.

5. Explicitly teach attribution theory.

7. Use the strategy of pause-prompt-praise.

Watch Your Language!

talented

bright

average

can’t

weakness

smart

slow

skilledcurrently

performing

can’t YET capable

strengths and needs

Incremental Language


Good luck!

Ganbatte!

Watch your language!

Don’t worry, it’s easy.


You did a great job.You’re so smart!

Partners Check: Practicing Our LanguagePartner A Partner B

1. I’ve never been good at ___. 2. I was absent the day you taught that.

3. That test was easy. 4. This is boring and stupid.

5. My father isn’t good at ___ either.

6. I had to go to my aunt’s birthday party.

7. I hate ___. 8. I don’t want to take that AP course because I don’t want to jeopardize my grade point average.

9. My mother says I shouldn’t take that course level because it will be too hard for me.

10. I can’t do that. I have a learning disability.

“People must behave their way into new ideas and skills, not just think their way into them.”

— Michael Fullan

Source: Michael Fullan. 1993. Change Forces. London: Falmer Press, pp. 15-16.

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Effort

Ability

Effort-Ability Graphic

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Pause - (Acknowledge) - Prompt - (Leave) - Praise

1. Pause. When you see that a student looks frustrated, go to the student and get him/her to pause while you pause at his/her desk.

2. Acknowledge the challenge of the task.

3. Prompt. Offer the student a strategy to enable him/her to get “unstuck” and continue.

4. Leave. Don’t stay and do the work for the student. Much as the student might like you to do so, staying can promote learned helplessness.

5. Return and Praise. Praise success if the student has been able to continue and complete the task. Praise the effort if the student has persisted, whether successful or not yet successful. If the strategy hasn’t

helped, offer another or give a cue for the next step.

Quiet Reflection

Please make notes on how you plan to talk about effective effort with your students as part of your attribution retraining efforts.

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B Saturate the environment with the three key expectations messages.


8. Search for examples of people who have succeeded as the result of great effort. Be sure to include people who reflect diversity of cultures, backgrounds, and experiences.

9. Share books about effort.

10.Make effort a theme in your classroom and your school.

B-255

Brainstorming with a Graphic Organizer

EFFORT

What does it sound like?What does it look like?

What happens when you use it?

• You get smarter.• You get better at things.• You are proud of yourself.• You learn more.• You do your work and get good grades.

• You never give up.• It’s careful and neat.• You try and think.• You take the time.

• It doesn’t matter if it’s wrong or right if it is your best work.

• There’s no fooling around.

Source: Kim Cook, Kindergarten teacher, Burlington, MA.

• It’s quiet.• Asking for help• Thinking out loud• Sounding it out.• Tapping (like Fundations)

Student-Created Wall Chart (Kindergarten)

Extra time is what it takes.

Forget fooling around.

Focus on your work!

Only do your own work—no copying.

Remember your strategies.

Take the time to try your best.

Source: Kim Cook, Kindergarten teacher, Burlington, MA.

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B Saturate the environment with the three key expectations messages.


8. Search for examples of people who have succeeded as the result of great effort. Be sure to include people who reflect diversity of cultures, backgrounds, and experiences.

9. Share books about effort.

10.Make effort a theme in your classroom and your school.

11.Inundate the classroom culture with and discuss quotes about effective effort.

B-255

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“There are no secrets to success. It is the result of preparation, hard work and learning from failure.”

— Colin Powell

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“I'm a great believer in luck, and I find the harder I work, the more I have of it.”

— Thomas Jefferson


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“Talent is unique and very special, but there is no substitute for hard work.”

— Mia Hamm

http://www.youtube.com/watch?v=kNvIGlmDxHY


http://www.youtube.com/watch?v=kNvIGlmDxHY

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s“Be like a postage stamp-stick to one thing until you get there.”

Margaret Carty, Director

Maryland Library Association

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“It does not matter how slowly you go, as long as you do not stop.”-Confucius

Thanks to Shelley D’Elia, Westport P.S., Grade 1, for these ideas.

It does not matter how slowly you go

as long as you do not stop.

- Confucius

B-255

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Encourage students to self-assess their level of effective effort.


12.Create and add to charts that identify learning strategies

for studying and completing specific products and

performances, e.g., “Strategies for getting smarter at…”

CB-255

BookmarksWhen I come to a word that I don’t

know…

• I look at the letters and think of the sounds.

• I look at the picture for clues.

• I think about what makes sense.

• I get my mouth ready to say the word.

• I try to blend the sounds.

• I look for little words in the big words.

• I try another word that makes sense.

• I know how to ask for help!

Like all good readers…

• I look at the title and think about what might be coming.

• I look for sight words.

• I look for patterns in the text.

• I look at the stopping marks.

• I point to the words from left to right.

• I stop to think if my reading makes sense.

• I know what to do when I come to a word I don’t know.

Side 1 Side 2

Source: Kim Cook, Kindergarten teacher, Burlington, Mass

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Strategies for Figuring Out Unfamiliar Words

Ask: What would make sense there? Look for context clues before and after the word. See if there are parts of the word you already know:

word family, root, prefix/suffix. Look at the pictures for clues. Ask someone the meaning of the word. Look up the meaning of the word.

B-257

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Strategies for Learning New Information

Copy daily objectives (so I know what’s important).

Copy key questions for the day. Write a summary of class notes. Read the questions at the end of the chapter

and take notes on those questions. Read actively (highlight, underline, take notes). Make flash cards with definitions of important

terms. Practice terms and vocabulary with a friend. Write sample questions based on the objectives.

B-257

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Encourage students to self-assess their level of effective effort.


12. Create and add to charts that identify learning strategies for studying and completing specific products and performances, e.g., “Strategies for getting smarter at…”

13. Prior to beginning a task, have students identify the learning strategies they will use to increase the effectiveness of their effort.

14. When students succeed at a task, have them identify the learning strategies they used that contributed to their success.

15. Create self-assessment instruments for students to use when completing products and performances, e.g., criteria for success lists, rubrics, exemplars.

CB-255

Date Assignment How I Studied

(Strategies)

How Long I Studied

How I Did

Effort and Achievement Log

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Student Self-Assessment of Effective Effort

Time: I am willing to spend the hours needed to finish the job well. Not true Somewhat true True Very true

Focus: When I work, I stay very focused. I concentrate only on work and am not distracted by TV or anything else. Not true Somewhat true True Very true

Resourcefulness: I am resourceful. When I am really stuck I know where to go and whom to ask.

Not true Somewhat true True Very true Use of feedback: I make good use of feedback. I look carefully at responses to

my work so I know exactly what to fix. Not true Somewhat true True Very true Commitment: I am committed to doing good work. I am determined to complete

my assignment and to do my very best. Not true Somewhat true True Very true Persistence: If one strategy isn’t working, I keep trying different ones until I find

one that works. Not true Somewhat true True Very true

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A

A

69

A

A

70

A

A

A

A

A

Failures Successes

List 10 things that you feel you tried and were not

successful at

Choose 2 things that you want to move from the failure side to

the success side

Failure/Success T-Chart

Classroom Contract

I, __________________, choose to accept the challenge set forth by Mr. Duprey. That challenge is to believe that I can accomplish great things in this class and in school, if I try. My goal this year is to work hard and put forth effective effort to learn new things. I believe that I can learn the proper strategies to help me succeed in Mr. Duprey’s class and in school. I will do my best to do all my work, study hard, come for extra help if necessary, and maintain an attitude of success. In exchange for accepting this challenge, Mr. Duprey has committed to help me set learning goals and to teach me the strategies I need to succeed in class.

Signed: ________________________________ (student) Date:________

Signed: ________________________________ (teacher) Date:________

(Contract also signed by hand prints on the Wall of Effort!!)

A

AS A STUDENT IN A STANDARDS-BASED CLASSROOM

As a student in Mr. Duprey’s class,I will be responsible for…

Monitoring my attention and participation and refocusing as I need to

Coming to class prepared with the materials I need in order to learn

Self-evaluation of my work to make sure it meets the criteria and standards set forth in class

Redoing my work and coming for extra help when my first effort does not yet meet the standard

Applying knowledge and demonstrating understanding in new settings and situations

Doing my best work

A

Wall Chart

I do not accept apathy, laziness or lack of self-

discipline as an excuse for failure. If you put forth

continued effective effort, you will succeed in this

class. When you walk through my door, you

become the best students you can be…no

exceptions!

— Mr. Duprey

This is important.

You can do it.

I won’t give up on you.

Three Key Expectations Messages

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B-31-32, 254-257, and B-258-260

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Sharing of AttributionRetraining Ideas

In your groups, share specifics about how you will incorporate some of these attribution retraining strategies into your practice.

Take your binders with you for reference and note-taking.

Components of Attribution Retraining

Attribution retraining involves… Language: Consciously use incremental / effort-

based belief language and avoid entity belief language. Teach students the “language” of attribution theory.

Data: Listen to students and observe their behaviors to uncover what they currently believe about the causes of their successes and failures.

Strategy Instruction: Explicitly teach students the strategies they need to accomplish tasks and to make their effort effective.

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Documents

Foundation of Essential Beliefs Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Personal Relationship Building Class