Definition:
A scholar's belief that intelligence and skill are malleable.
Essential Question:
Can I improve?
Exemplar #1: Steph Gargone, 4th Grade Teacher, MacDowell Prep
Technique: Corrections
Description: A bi-weekly routine in which scholars have a chance to go back and work on previous assignments they haven't mastered yet.
Watch Steph's interview before observing her Corrections routine. Keep these questions in mind to focus your analysis of her technique:
1. Why is it important for scholars to intentionally to identify specifics areas for growth academically?
2. Why is peer instruction in a one-on-one setting "very powerful," as Steph says?
3. How did Steph improve her routine by focusing on specific standards instead of general connections?
4. How does Steph describe the impact on corrections on scholar motivation?
5. How has Steph's routine improved scholar mastery beyond just allowing additional time to work on challenging problems?
Your Turn:
1. Script It. Write down how you would introduce an affirmations routine to your classroom. Include scholar actions and teacher actions. Focus on how you would explain both the purpose of the routine, and the specific details of how scholars can participate in it successfully.
2. Plan for It. Consider the biggest obstacle to getting this routine off the ground. What is it? How can you plan to overcome this obstacle? What will it look like when you've successfully rolled it out?
3. Practice It. Test out the routine a few times, scaffolding the components to ensure a successful roll-out. Ask your instructional coach or another teacher for feedback.
4. Film It. Record a video of your new routine.
5. Submit it. Send video to PSMindsetPilot@gmail.com for review and a Growth Mindset badge.
Exemplar #1: Pam Mandigo, Theater Instructor, JRLA
Technique: Rubrics
Description: A growth-focused method of approaching performance assessment.
Watch Pam's interview before observing her rubric method. Keep these questions in mind to focus your analysis of her technique:
1. How does the way Pam uses the rubric differ from traditional grading?
2. How does the way Pam uses the rubric help scholars view a performance through a Growth Mindset lens?
3. Pam describes how her rubric technique fits nicely within a theater classroom. How could it be adapted to fit a more typical content-area classroom?
4. How does the Pam's method of collecting the rubrics for the entire year add to the overall technique?
5. Why is the process of scholars setting realistic but ambitious goals important to Pam's rubric strategy?
Your Turn:
1. Script It. Write down how you would introduce an affirmations routine to your classroom. Include scholar actions and teacher actions. Focus on how you would explain both the purpose of the routine, and the specific details of how scholars can participate in it successfully.
2. Plan for It. Consider the biggest obstacle to getting this routine off the ground. What is it? How can you plan to overcome this obstacle? What will it look like when you've successfully rolled it out?
3. Practice It. Test out the routine a few times, scaffolding the components to ensure a successful roll-out. Ask your instructional coach or another teacher for feedback.
4. Film It. Record a video of your new routine.
5. Submit it. Send video to PSMindsetPilot@gmail.com for review and a Growth Mindset badge.