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.