“This is easy”: The little phrase that causes big problems. By Tracy J.
Zager, posted March 27, 2017 — The first time I visited Debbie Nichols’s first- and second-grade multi-age classroom, she had assigned a challenging problem that involved a paragraph of text and a large graphic. I watched as students furrowed their brows, read the directions, and studied the picture. Everyone looked eager to figure it out, and students got right to work. A minute or two later, something changed. Imagine for a moment that you are the student sitting next to the student who read the problem quickly and announced it was easy while you were still trying to get your bearings.
I see the same body language in classrooms all over the country, in all grades. Debbie and I talked after class and decided to take on “This is easy” because it was interfering with the lively, safe, inclusive climate she was trying to establish at the beginning of the year. Deb and I watched, listened, and talked with students over the next several sessions until the patterns became clear. How to Integrate Growth Mindset Messages Into Every Part of Math Class. Talking About Failure: What Parents Can Do to Motivate Kids in School. Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success?
How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says. “Parents are a really critical force in child development when you think about how motivation and mindsets develop,” says Kyla Haimovitz, a professor of psychology at Stanford University. She coauthored the study, published in Psychological Science with colleague Carol Dweck, who pioneered research on mindsets. Math attitude influences math achievement. If the prospect of math homework makes you feel hopeless, it may be bad news for your final grade.
On the other hand, a few good grades could foster a positive attitude — which could result in better grades down the line, a new study shows. The findings suggest that fostering a positive, can-do attitude about math can help students master the subject. Reinhard Pekrun is a psychologist — someone who studies how people behave — at the University of Munich in Germany. He and his colleagues followed 3,425 German students from fifth through ninth grades. At the end of each year, the researchers surveyed the students on math. And, it turns out, those feelings were linked with their math grades. Education Week. (This is the first post in a two-part series) The new "question-of-the-week" is: What do math teachers view as their biggest challenges and how can they best respond to them?
All of us educators face challenges. This series will explore what specific ones face math teachers. You might be interested in a related previous series on what science teachers view as their major challenges. Today, Makeda Brome, Pia Hansen, Linda Gojak, Marian Small, Kenneth Baum and David Krulwich contribute their responses. Response From Makeda BromeMakeda Brome is a high school math teacher and department chair at Lincoln Park Academy in Ft.
Our subject is about productive struggle, solving everyday problems, and seeing patterns in the world around us. Prerequisite skills. Education Week. The Neuroscience of Trust. Companies are twisting themselves into knots to empower and challenge their employees.
They’re anxious about the sad state of engagement, and rightly so, given the value they’re losing. Consider Gallup’s meta-analysis of decades’ worth of data: It shows that high engagement—defined largely as having a strong connection with one’s work and colleagues, feeling like a real contributor, and enjoying ample chances to learn—consistently leads to positive outcomes for both individuals and organizations. The rewards include higher productivity, better-quality products, and increased profitability. So it’s clear that creating an employee-centric culture can be good for business. Week One – Talking Points & Math Mindset. Since taking Jo Boaler’s course, “How to Learn Math,” I continually think about how I can effectively gauge my student’s mindset at the beginning of the school year.
Last year, I tried a “Get to know you” form that students completed, asking questions such as: What do you feel you are really good at in math? What do you feel you struggle with in math? Do you think you can get better at those things? Etc… I didn’t feel like I got the type of insight I was looking for…partly because my questions weren’t that great and also because most students saw it as an assignment to complete and didn’t write out extremely involved answers that gave me much insight.
#TMC14 GWWG: Talking Points Activity – cultivating exploratory talk through a growth mindset activity. This activity is the one I am most excited about bringing to #TMC14 and to the Group Work Working Group.
My intention is to blog more about how this goes during the morning sessions. I also hope that participants will blog more about this too and contribute resources to the wiki. Exploratory talk is the greatest single predictor of whether group work is effective or not, yet most symmetrical classroom talk (peer talk) is either cumulative (positive but uncritical) or disputational (merely trading uncritical disagreements back and forth).