Book Study
Syllabus
Mindsets
in the Classroom
Facilitator:
Margaret Attkisson
Assessment:
Impact Evidence instructions: follow the link the “Margaret’s Library” blog and upload
your answers to the questions in each Impact Evidence section.
Margaret’s Library
Strategy: Research an ESE strategy that includes differentiated
instruction/assessment for ESE, gifted and/or non-gifted students. At the end
of the training, select one or two strategies to implement in your lesson plans
for the new school year. At the end of the first semester, evaluate the impact
of the strategy on student learning outcomes. Submit your results to me at
Margaret’s Library.
Final Assignments due: January 31, 2015
Title: Mindsets in the Classroom
Component Points: 10
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Date Completed
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Teacher Signature
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Facilitator Signature
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Lesson 1
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Read:
Ch. 1 What Are Mindsets, and How Do They Affect the Classroom? p. 1
Ch. 2 What Are Some Ways to Begin Building a Growth Mindset School
Culture? p. 13
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Reflection: Mindset
Personal Survey
Reflect on your own mindset about student learning,
intelligence, and effort.
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Strategy:
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Impact Evidence:
Define the fixed and growth mindset theories.
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Resources:
NeuroScience for Kids
Carol S. Dweck, Department of Psychology, Stanford University
Professor Carol Dweck ‘Teaching a growth mindset at Young Minds 2013
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Lesson 2
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Read:
Ch. 3 Why Is Differentiated, Responsive Classroom Important to a Growth
Mindset Culture? p. 31
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Reflection: Mindset
Personal Survey
What were you taught about intelligence?
What do you believe about student intelligence based
on your own observations?
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Strategy:
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Impact Evidence:
Discuss the research of Dr. Carol Dweck’s work on
Mindset Theory. Dr. Dweck asserts that intelligence is a malleable quality, a
potential that can be developed.
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Resources:
National Institute of Health
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Lesson 3
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Read:
Ch. 4 Why is Critical Thinking Important in a Growth Mindset Class
Culture? p. 55
Ch. 5 How Can Students Learn From Failure? p. 67
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Reflection: Mindset
Personal Survey
In what areas do you think you have a fixed mindset?
a growth mindset?
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Strategy:
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Impact Evidence:
Compare how mindset impacts student’s belief about
him/herself.
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Resources:
How Stuff Works
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Lesson 4
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Read:
Ch. 6 What Messages Should Parents Hear About Growth Mindset? p. 75
Ch. 7 Can Gifted Education and a Growth Mindset Belief Coexist? p. 85
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Reflection: Mindset
Personal Survey
Do we as a society believe in growth mindset? Why or
why not?
Is this what we were taught? Or how were we taught?
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Strategy:
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Impact Evidence:
Discuss how student praise and feedback influences
student’s mindset.
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Resources:
BrainFacts
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Lesson 5
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Read:
Ch. 8 What Are Some Ways to Help Students Adopt a Growth Mindset? p. 97
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Reflection: Mindset
Personal Survey
For some of us, growth mindset is a challenging
concept to believe. Why?
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Strategy:
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Impact Evidence:
Explore ways to teach students about the brain and
how they learn. Share what you have discovered.
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Resources:
BrainChildBlog (MindUp)
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Lesson 6
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Read:
Ch. 9 What Are Some Ways School Staff Can Maintain a Growth Mindset? p.
139
Ch. 10 Summary p. 147
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Reflection: Mindset
Personal Survey
As a result of this training, I am
thinking…
planning…
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Strategy:
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Impact Evidence:
Plan for next steps in building a growth mindset
class culture.
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Resources:
Cassiopeia Project
School Wax TV
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I thoroughly enjoyed reading this book. It has really made me take a close look at my beliefs about children and learning and my attitude as an educator. Growing up in a time where a child's IQ determined the quality of instruction, I realized the validity of "Growth Mindset" and "Fixed Mindset." Sine reading this book, I have started to look at how I praise my students. I focus on student's effort. I have grouped my students and have implemented the project folder. In addition, I have had talks with my students about growth mindset. It is a gradual process and real differential is a challenging task if it is to be done effectively, but I have taken the first initiative. I have talked to my students, I have also done some pr-assessments have been trying to engage all my students. I discussed the benefits of mistakes as opportunities for learning and praising efforts rather than the student. I am working on changing my instructional practices so that I can help all my students.
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