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Wright, 2015
MODULE OBJECTIVES
• Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
• Identify the development of a main idea throughout the text;
• Provide a precise and accurate summary of a text; • Cite textual evidence to support an analysis of implicit and explicit textual claims;
• Analyze the structure an author uses to organize a text; • Apply the author’s central ideas to another context; • Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.
Understanding Yourself as a Learner
What Is Your Mindset? Unit 2 -‐ Module 1
Pre-‐reading Activity …………………. ... 3 Vocabulary Activity …………… … ……. 4 Close Reading Activity …………… …… 6 Post-‐reading Activity …………………… 9 Connecting Reading & Writing………11
Wright, 2015
STUDENT VERSION
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How many times have you heard the saying, “you are what you think” and wondered how this could be possible? From an academic perspective, understanding the key to success and failure can mean the difference between a successful career and its earning potential. What contributes to your earning power and success on the job? How do you improve the possibilities for success in college? Do intelligence and earning potential go hand-‐in-‐hand?
According to Mike Bowler1 of U.S. News and World Reports, almost 30% of college freshman drop out after their first year. Of the students that stay, nearly 50% will not graduate. Why do some students continue on in their academic pursuits while others do not? Of course, there are “life” situations, like finances, family, jobs, etc. however, are there other things that seem to get in the way of education?
The reading assignment for this module is by Dr. Carol Dweck, an eminent psychologist examining how individual beliefs form and guide behavior in
“Here’s the key to success and the key to failure. We become what we think about.”
Earl Nightingale, The Strangest Secret pg.8
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achievement, relationships, sports, business, and parenting. For more than thirty years her research has looked at the origins of mindsets and their role in motivation and self-‐regulation2. What’s so important about motivation and self-‐regulation? Well, it’s suggested that both are critical to student success, and this research may help us understand academic tenacity.
Motivation can is defined as the “internal state that arouses, directs, and maintains behavior”(366)3. We’ll cover more about this later in the text, but for now let’s say that motivation is critical in academic settings. Wolfolk also describes self-‐regulated learners as those students with a “combination of academic learning skills and self-‐control that makes learning easier”(10)4. How are motivation, self-‐regulation and academic mindsets connected and how does one develop an academic mindset?
Notes: 1 Bowler, Mike “Dropouts Loom Large for Schools.” US News & World Report. N.p., 19 Aug. 2009. 2 Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House, 2006. Print. 3 & 4 Woolfolk, Anita. Educational Psychology. Upper Saddle River, N.J: Allyn and Bacon, 2000. Print.
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The first activity associated with this reading, asks that you think about what you may know about the subject matter before you begin reading. Based on past readings, you may already have an idea about the topic.
You’ll start this assignment by completing the anticipation guide. The guide is designed to help you make predictions, anticipate the readings, and verify your predictions. All strategies will help improve your comprehension of the text.
Read each of the statements and respond in the “Before Reading” portion. As you complete the information, don’t think about a right or wrong answer; just respond honestly to each statement.
Pre-‐reading Activity
Complete the “Before Reading” portion of the following anticipation guide about the select chapters you’ll read from “Mindset: The Psychology of Success” by Dr. Carol Dweck.
Before Reading
After
Reading Evidence*
Based on the title of the book, what do you think the information will be about?
What is the purpose of an IQ test and what does it measure?
Can your beliefs determine your success? AGREE/ DISAGREE
You have a certain amount of intelligence, and you really can’t do much to change it. AGREE/ DISAGREE
You can learn new things, but you can’t really change your basic intelligence. AGREE/DISAGREE
*Evidence is completed after each reading.
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It’s important you to know how to determine word meaning while reading. For our reading we’ll look at three ways to determine word meaning:
• Using context clues
• Using word parts/forms
• Using outside sources
Skim the vocabulary list. What words are familiar and which are not?
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Add the words to the form below. 2
Based on the words you’ve selected, follow the instructions to complete the chart. Indicate which strategy above you used to determine word meaning as you read the text.
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Page 3:
grapple, toiled/toil, probed, confronted
Page 4:
cultivated, perseverance, moral, unalterable
Page 5:
pessimism, conception, nature or nurture, genes, endowment, temperaments, aptitudes, guru
expertise, engagement, forerunner
Page 6:
pundits, profoundly, deficient, consuming
Page 7:
royal flush, cherished, uncoordinated
Page 8/9:
vignette, catastrophic, irreversible, rebuff, relish, distressed
Page 10/11/12:
reorienting, concur, resilience
Page 56/57:
naïve, tinkerer, savvy, rode the rails, indistinguishable, benign, maligned
Page 58/59:
syndrome, mobilize, encountered
Page 60/62/63:
transition, prodigies, ventriloquism
Vocabulary Activity
STUDENT VERSION
Learning Objectives: • Determine or clarify the meaning of unknown words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Understanding the words below may impact your understanding of the reading. It’s important to assess your knowledge of the words so you can expand your word knowledge. Before reading, indicate your familiarity with the word; do you know the word, have an idea of the word, or don’t know the word. If you know the word, include a definition. After reading, check your definitions using context clues, or word parts, or outside sources include a definition below and include the information on your annotated text.
Before Reading After Reading
Word Location Know the
word
Have an
idea
Don’t know
the word
Definition & Strategy Used
STUDENT VERSION
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Close Reading Activity
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FIRST READING: Read the chapter 1 handout from the Mindset book. During this first reading, do not annotate the text but you should identify vocabulary words you find troublesome. Remember, vocabulary should be highlighted in yellow. Which strategy did you use to help with word meaning? Optional – complete the comprehension questions at the end of the reading.
1. As a class, discuss the chapter; determine the main points the author discusses. What do you think about this information? Why do you think this is important? How do you know? Remember to go back to the text for specific evidence.
2. Complete a 3-‐2-‐1 of the reading. You’ll identify 3 things you’ve learned, 2 ways this information may be connected to prior readings or 2 ways you’ll use this information, and 1 question you have about the reading.
SECOND READING: Reread the chapter and annotate the text. Based on the class discussion, highlight words or phrases in pink that you conclude are important to the overall message and remember to include margin notes. Highlight any questions you still have in green and remember to include margin notes.
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1. Discuss your notes and annotations within your group. How does the text say what it says? First discuss the questions anyone has and then move on to the important elements. When answering the question of a peer, remember to use textual evidence.
2. After your discussion, complete a Précis about the chapter using the Précis outline. The Précis allows you to break down the text into specific parts that will help you understand the information. Remember, this is textual evidence, not opinion. You will use this information in your essay.
THIRD READING: Reread chapter 1 to conduct an evaluation of the text. Your focus is to determine what the text means.
1. Determine the author’s purpose, what does the author want us to take-‐away from the reading? Use the Thinking Points outline to guide your new annotations. Discuss information with your partner.
2. Read the additional material, part of chapter 3 and the online resources, “The Nature of Change” and “First Steps.” Be prepared to discuss all readings in class.
STUDENT VERSION
Learning Objectives: • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Identify the development of a main idea throughout the text. • Analyze the structure an author uses to organize a text.
Lorem Ipsum
Dolor [Street Address]
[City], [State][Postal Code]
[Web Address]
LoremIpsumDolor [Issue] :: [Date]
PRÉCIS OUTLINE
The Rhetorical Précis format is as follows:
1. Name of author, [optional: a phrase describing author], genre and title of work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as "assert," "argue, "suggest ""imply, ""claim," etc.); and a THAT clause containing the major assertion (thesis statement) of the work.
2. An explanation of how the author develops and/or supports the thesis, usually in chronological order.
3. A statement of the author's apparent purpose, followed by an "in order" phrase.
4. A description of the intended audience and/or the relationship the author establishes with the audience.
Write your information below.
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STUDENT VERSION
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STUDENT VERSION
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Lorem Ipsum
Dolor [Street Address]
[City], [State][Postal Code]
[Web Address]
[Issue] :: [Date]
THINKING POINTS OUTLINE
Many times it’s easier to organize your thoughts and ideas using an outline to help structure the information when asked to analyze the reading. When you analyze, you are trying to determine, “what does the text mean”? Use the following table to answer the respective questions based on your reading as you determine the meaning of the text. Add additional questions as needed.
What question is the author trying to answer?
What basic concept is the author explaining?
What is the author’s purpose in writing the book?
What is the author’s point of view?
What assumptions is the author making?
What are the implications of the author’s reasoning?
What do you think is meant by the term “academic mindset?”
Why is an “academic mindset” important for success in school?
How can this information be used to develop an academic mindset?
What strategies would you employ to change your mindset?
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Lorem Ipsum
Dolor [Street Address]
[City], [State][Postal Code]
[Web Address]
[Issue] :: [Date]
Post-‐Reading Activity
STUDENT VERSION
Complete the “After Reading” portion of the following anticipation guide about the information from “Mindset: The Psychology of Success” by Dr. Carol Dweck.
Before Reading
After Reading Evidence*
Based on the title of the book, what do you think the information will be about?
What is the purpose of an IQ test & what does it measure?
Can your beliefs determine your success? AGREE/DISAGREE
You have a certain amount of intelligence, and you really can’t do much to change it. AGREE/DISAGREE
You can learn new things, but you can’t really change your basic intelligence. AGREE/DISAGREE
*Evidence is completed after each reading.
Go back to your anticipation guide and complete the “after reading” section. Think about your views before reading and after reading, did anything change? Why or why not? Discuss your responses with the class.
Now, go back to the Vocabulary Skills Worksheet, what strategies did you use to determine word meaning? How did word meaning impact your understanding of the text?
Review the Two Mindsets handout; compare this to the summaries you’ve created. Is there anything you need to add to your summaries that weren’t included?
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STUDENT VERSION
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Lorem Ipsum
Dolor [Street Address]
[City], [State][Postal Code]
[Web Address]
LoremIpsumDolor [Issue] :: [Date]
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Reading/Writing Connections
STUDENT VERSION
Interest & Understanding In her book Mindset: The New Psychology of Success, psychologist Carol S. Dweck points out that a student can impact their academic achievement by understanding the mindset theories. Making the transition to college means more than just attending classes. This transition has implications for your academic career and workforce endeavors. How will you approach these challenges?
Purpose of the Assignment The purpose of the assignment is to identify what you learned from the readings and how you’ll use this information to improve your academic mindset and performance. Completing this assignment will allow you to think about what you’ve read, what they’ve learned, and how to make this knowledge evident through your writing. You are not simply retelling the facts from the reading. You are structuring the information to take ownership of the content and put it into your own words.
Upon review of your annotations, summaries, discussion notes, video notes, and Précis you’ll create a brainstorm and mind map. The mind map will be used to complete the actual essay. Use the brainstorm and mind map guidelines discussed in Unit 1.
Writing is the currency of the new workplace and the global economy. It is essential to communication, learning, and citizenship in the digital age. Writing helps us convey ideas, solve problems, and understand our changing world.
-‐National Writing Project, 2011
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Purpose of the Assignment (con’t) Your response should include:
(1) an introduction
(2) an analysis of the readings, what are the components of mindset theory as you understand them (citations required)
(3) an evaluation of the readings, what is the significance of the information and why students should understand the concepts to develop an academic mindset?
(4) a discussion of how the information relates to you or your experiences
(5) a discussion of what steps you need to take to remain in a ‘growth mindset’ mentality, this could include goals you’ll set for yourself, any obstacles you may need to overcome, and strategies you may need to employ based on the readings (citations required)
(6) a conclusion
Please remember to include a works cited page.
Audience Your audience is other students; your peers or high school students. What would they find interesting about your findings? Can your experiences be used to develop and support a future argument about academic success? Although part of the essay is reflective in nature, only paragraphs 4 and 5 should include first person references.
Criteria for success Your brainstorm should be fully developed. Remember, this is considered to be a guide that demonstrates everything you’ve learned about this topic. Your mind map will outline what you want to say in your essay. Your Précis can be used as part of your introduction and your summaries can be used for the analysis portion of this assignment. A successful essay must attract the interest of the reader in the context of our topic, Developing an Academic Mindset. Your writing should demonstrate your ability to join in this conversation. You’ve completed multiple reading on our topic, which has prepared you for this final portion of the conversation. Each text interacts with the other and your essay will be an addition to that conversation.
Assignment Due Dates Brainstorm
Mind map
Rough draft
Peer review
Final draft
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STUDENT VERSION
Brainstorm & Mind Map
As discussed in Unit 1, brainstorming is your attempt to think about what you learned from the reading. You can brainstorm using clustering, listing, or free writing. Before you begin your writing assignment, review your notes, summaries, and annotations from the reading material; at this point you’re looking for themes that seem to develop. Brainstorming is slightly different than mind mapping. In brainstorming your just getting your ideas and thoughts down without concern of how you’ll use the information. You want to capture everything you can remember about the reading. Do this process without stopping for at least 10 minutes. Since you are using this information to generate ideas for your essay, look for themes that relate to the specifics of the assignment. What elements do you have that relate to an analysis, what elements serve as an evaluation of the concepts discussed, what personal connections did you make? Now you want to organize the themes into the mind map. The mind map will show the relationships of the themes to the purpose of the assignment.
Brainstorm Example on Time Management
Mind Map Example from Brainstorm
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STUDENT VERSION
3-‐2-‐1 Example
3 key ideas I found out from the reading or video: (this section allows you to summarize your reading or viewing material in 3 lines, not 2 lines not 4 lines, but 3. Reflect on the most important information, that's not to say there won't be additional information you found relevant but you are narrowing all the information down to 3 lines. If you are reflecting on a reading assignment, you must include the page number with each statement below.) #1. ex: It's more important to read in short intervals than to try and read everything all at once.(pg. 85) #2. ex: When your reading, pause and ask yourself questions about what you've just covered. (pg. 90) #3. ex: Try to summarize what you've read in a few lines. (pg. 92) 2 things that were interesting or especially hard to understand from the reading: (this section allows you to explore ideas and information presented in your reading or viewing material outside of the 'facts' presented. Again, you need to communicate this information is a concise manner, 2 lines. If you are reflecting on a reading assignment, you must include the page number with each statement below.) #1. ex: I found it hard to understand that successful readers 'ask questions' while reading. (pg. 92) #2. ex: I thought it was interesting that the author skims the text he reads first. (pg. 91) 1 question I still have about the reading: (this section allows you to look at what you've covered in the assigned material about the gaps or misunderstandings in your thinking that weren't resolved in the text or video. This is something you're asking your peers and/or instructor to help you resolve. This information can be presented in more than 1 line. If you are reflecting on a reading assignment, you must include the page number with each statement below.) #1. ex: I don't really understand why I have to break the reading material down into small chunks. This seems like it will make the reading process too long and I won't be able to finish all my assignments. (pg. 98)
