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In November we wrote a post about the impact the mindset of a teacher can have about a student’s problem behavior. Related to this, Stanford researchers Jason Okonofua, David Paunesku and Gregory Walton recently published research demonstrating the power of teacher mindsets on student behavior.
While teaching in California, I had a unique teaching assignment: Honors English 9 and Reading 10. So my school day went from thinking about how to hold "high-achieving" students to a high level of challenge in an honors environment to actually doing the same thing for "underachieving" students in a remedial environment. I loved the challenge and experience of watching non-readers become successful readers, writers and speakers while also pushing the higher performing students to stretch themselves to reach greater heights.
Help Mindset Works test a new growth mindset science game!
We are looking for middle schools who are interested in testing our SciSkill Quest game in their science classrooms in late April/early May of this school year, 2015-16. The game is designed to help students learn inquiry skills and concepts based on the Next Generation Science Standards. The goal of this study is to assess the impact of the game on student motivation and learning in science. If you are interested in participating, please follow this link and complete the form.
Thank you educators for sending in your growth mindset strategies!
Grading and Assessment for a growth mindset was a common theme in your responses to our last newsletter. Many teachers wrote in about how they have innovated to create growth mindset assessment practices! We are pleased to share Rebecca Davenport's tip from Girls Preparatory School in Chattanooga, TN:
"My middle school girls and I coined the phrase "I'm a girl, not a grade!" to remind them of all the wonderful parts of their lives that cannot be measured by a letter grade. In school, it is easy for students to attach too much worth to the outcomes and final grades; this underestimates the importance of the learning process. When students reflect on the most important parts of their lives, they begin to understand that they are not C+ or A- people, but bright and capable young women.