Q9 & Q10
York MRL Team
March 26, 2014
Jill Johnson, ESU 6
@mrsjillj
jjohnson@esu6.net
PROJECT UPDATES/QUESTIONS
QUESTION 9:
WHAT WILL I DO TO COMMUNICATE HIGH
EXPECTATIONS FOR ALL STUDENTS?
TRUE OR FALSE QUIZ
“Don’t tell me you believe all kids can
learn. Tell me what you’re doing
about the kids who aren’t learning.”
--Rick Dufour
INDIVIDUALS WITH A FIXED MINDSET BELIEVE THAT THEIR
INTELLIGENCE IS SIMPLY AN INBORN TRAIT—THEY HAVE A
CERTAIN AMOUNT, AND THAT IS THAT.
INDIVIDUALS WITH A GROWTH MINDSET BELIEVE THAT THEY CAN
DEVELOP THEIR INTELLIGENCE OVER TIME.
GROWTH/FIXED TEACHERS
Growth mindset teachers love to learn.
They want to learn about their
students, about themselves, about life.
Fixed mindset teachers think of
themselves as finished products. Their
role is to impart knowledge.
WHAT TO DO...
Every word and action from adult to student sends a
message.
How do you praise? Refrain from praising intelligence or
talent. Rather, focus on the process they used:
strategies, effort, or choices.
Watch and listen to yourself when a student or player
messes up.
Set goals with your students and acknowledge their efforts
to reach their goals.
Remember to keep standards high, yet give your student
strategies to reach the high standards. Give feedback with
direction.
Help ensure lower achieving students obtain the beliefs and
strategies to achieve.
Be cautious about labels. . .
Most-Effective Teachers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
CONSCIOUSLY AND SYSTEMATICALLY
 Engage in the following behaviors with ALL students—especially
‘low-expectancy’ students:
 Make eye contact frequently
 Smile at appropriate times
 Make appropriate contact (hand on shoulder)
 Maintain proximity (interest)
 Engage in playful dialogue
(pages 169-170 ASOT)
Research demonstrates that
students with a
growth mindset
academically outperform their
fixed mindset
peers.
1
CRG by Lisa Damour, Ph.D.
FIXED OR GROWTH?
Who am I?
 I’ve missed over 9,000 shots in
my career.
 I’ve lost almost 300 games.
 26 times I’ve been trusted to
take the game-winning shot. .
.and missed.
 I’ve failed over and over and
over again in my life.
 That is why I succeed.
Michael Jordan
FIXED OR GROWTH?
Who I am?
 I broke baseball’s homerun
record in 1998.
 I finally admitted that I used
steroids.
Mark McGwire
FIXED OR GROWTH?
Who I am?
 Genius is 1% inspiration. . .
 and 99% perspiration.
 As a result, genius is often a
talented person. . .
 who has simply done all of his
homework.
Thomas Edison
FIXED OR GROWTH?
Who I am?
 I think I can. . .
 I think I can. . .
 I KNOW I can. . .
 I KNOW I can. . .
The Little Engine That Could
CRG by Lisa Damour, Ph.D.
Research
demonstrates that
students with a
growth mindset
academically
outperform their
fixed mindset
peers.
1
CRG by Lisa Damour, Ph.D.
HIGH EXPECTATIONS ARTICLE
 Read the Educational Leadership article from ASCD titled “High
Expectations for All.”
 Each table family member silently identifies the most significant
idea addressed in the article.
 When the group is ready, member A shares their findings with
the group.
 Each group member writes an appropriate word or short phrase
response on the response board, and they share beginning with
member B.
 Rotate around the group in this manner until everyone has had
the opportunity to share.
“IN THE CLASSROOM”
THE ART AND SCIENCE OF TEACHING
1. Identify your expectation levels for students.
2. Identify differential treatment of low expectancy
students.
3. Revise your thinking about low expectancy
students.
4. Push high expectations for low expectancy
students.
CONSCIOUSLY AND SYSTEMATICALLY
Engage in the following behaviors with ALL students—
especially “low-expectancy” students:
Make eye contact frequently
Smile at appropriate times
Make appropriate contact (hand on shoulder)
Maintain proximity (interest)
Engage in playful dialogue
CONSCIOUSLY AND SYSTEMATICALLY
 When low-expectancy students do not answer a question
correctly or completely, stay with them
 Demonstrate gratitude for students’ responses
 Do not allow negative comments from other students
 Point out what is correct and incorrect about students’
responses
 Restate the question
 Provide ways to temporarily let the student off the
hook.
DR. LORRAINE MONROE
HARLEM, NEW YORK CITY
https://www.youtube.com/watch?v=UC77oMoaWZE&list=PLEIhWAjaZp6Ooth3e9BXOqx5ODtBdYGG
What do you hear about expectations?
SO….CAN ALL STUDENTS LEARN?
If so…
Question 9:
What will I do to communicate high
expectations for all students?
QUESTION 10:
WHAT WILL I DO TO DEVELOP EFFECTIVE
LESSONS ORGANIZED INTO A COHESIVE
UNIT?
CHALLENGES:
1. Complete blog post #5 by April 15, 2014:
Reflect on at least one of the following:
a) What do you NEED to do to BETTER communicate
high expectations to ALL students?
b) What do you NEED to do to develop MORE
effective lessons organized into cohesive units?
2. Complete missing blog posts (5 total)
3. Respond to a teammate’s blog post.