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  • Home
  • Outcomes
    • Critical Thinking & Problem Solving >
      • Effective Reasoning
      • Decision Making
      • Problem Solving
    • Character
    • Collaboration & Communication
  • Instructional Practices
    • Arts Integration
    • Critique
    • Learning Expeditions
    • Problem-Based Tasks in Math
    • Student-Led Conferences
    • Student-Led IEPs
    • Teaching and Assessing Critical Thinking and Problem-Solving >
      • Define: Rubrics
      • Teach: Thinking Routines
      • Assess: Performance Tasks
  • Events
    • Evening of Learning Seminars
    • Deeper Learning Cohort
  • Blog
  • CAREERS
  • Contact

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Welcome to our blog

Student-Led Conferences: Fostering Students’ Ownership of Their Academic Character

6/12/2015

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By: Bill Day, Math Teacher; Mary Gornick, Business Manager; Bethany Jenkins, Third Grade Teacher; and Treena Wynter, Assistant Teacher
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As teachers, we have the peculiar task of making ourselves unnecessary.  When students enter our classrooms, they need our help to meet grade-level goals.  When students ultimately leave our classrooms, they will have achieved independence on these goals and can reliably meet the expectation without teacher assistance.  Some of these goals are content related, such as creating mathematical representations or writing effectively.  These goals may be assessed through written quizzes or problem-based assessments.  Other goals pertain to the academic character of our student, such as working hard or cooperating with others.  These goals are tremendously important to the growth of students into compassionate, responsible adults, yet they are tricky to assess.

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Using Data with Students to Foster a Growth Mindset

5/27/2015

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By: 
Edline Blot, 1st Grade Teacher; Kirstyn Fletcher, Assistant Teacher; Rossana Mahvi, Assistant Principal; and Erica Marcus, English Teacher

“...typically we limit our vision of who can productively use data: school leaders, coaches, and teachers.  Students are left out.  When students are equipped to analyze data for their own learning...the power of data as an engine for growth is centered where it has the greatest potential to improve learning- with students” (Berger, 2014, 95-96).  

Using data with students is crucial for building a growth mindset in students and ultimately enhancing their growth as learners. Growth mindset is the belief that intelligence can be developed through effort, practice, and hard work.  It puts the emphasis on working hard and teaches students to value effort and embrace challenges.  This stands in stark contrast to a “fixed mindset,” in which students believe their traits are set in stone and they have no control over their performance. In this framework, it’s born intelligence and out of their hands (Dweck, 2009). Developing a growth mindset isn’t just about feel-good fluffy stuff. Ultimately, the kind of mindset students have directly translates into classroom and academic success.  Carol Dweck, a professor of Psychology at Stanford University (2013) found that seventh grade students with a fixed mindset saw their math scores fall over two years, while those with a growth mindset rose during that same period. It is critical that students are supported in developing this belief system, both for their personal and academic growth.



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