Workshop Overview

Examining the following through a Mindset lens:Day 1 – Classroom Norms and

MessagingDay 2 – GroupingDay 3 – TasksDay 4– Assessment and Feedback

Housekeeping

Notebooks Parking Lot

Mindset – Carol Dweck

Carol Dweck: Mindset

Fixed - math ability is a “gift” Growth – math ability or

“smartness” grows with experience

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

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

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

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

Implications

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

The big message

Intelligence is malleable, but …

Students, teachers, schools treat math learners as though it is relatively fixed

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?