Workshop Overview

1
Workshop Overview

• Examining the following through a Mindset lens
• Day 1 Classroom Norms and Messaging
• Day 2 Grouping
• Day 3 Tasks
• Day 4 Assessment and Feedback

2
Housekeeping

• Notebooks
• Parking Lot

3
Mindset Carol Dweck
4
Carol Dweck Mindset

• Fixed - math ability is a gift
• Growth math ability or smartness grows with
  experience

5
Research on Mindset shows

• 7th grade students with a growth mindset
  outperform those with a fixed mindset in math
• Giving students mindset training results in
  higher grades

6
Research on Mindset and equity

• African American students who sharpest increase
  in grades and valuing school
• A growth mindset eliminates any gender gaps eg in
  highest SAT levels

7
Mindset and gender

• High achieving 5th grade girls did not cope well
  with challenge
• The higher their IQ the more difficulty they had,
  in boys the reverse was true
• At the end of 8th grade there was a gender gap
  but only among fixed mindset students

8
Mindset and gender

• Calculus at Columbia
• Stereotyping is alive and well
• Stereotyping only affected those with a fixed
  mindset, their confidence eroded over the
  semester and they abandoned plans to pursue STEM
  subjects

9
Implications

• Seeing math as a gift not only makes students
  vulnerable to lack of confidence but vulnerable
  to stereotypes too

10
The big message

• Intelligence is malleable, but
• Students, teachers, schools treat math learners
  as though it is relatively fixed

11
In groups

• What is the role of schools, teachers, students,
  math in communicating fixed mindset messages?
• What messages are sent? What is done?
• What can teachers do to change the messages that
  are sent?