What’s Your Mindset?
Have you ever had a bad day when everything just seems to go wrong? When your to-do list is so long that it seems like an impossible feat to conquer? A day when you just want to throw up your arms and say, “I give!”
We all face challenges at various times in our lives. Sometimes the challenges are small such as, getting up at little earlier in the morning to get a head start on the day. Sometimes the challenges are big like deciding to start a new diet and exercise plan. Sometimes challenges are life changing, can seem overwhelming, and almost too much to bear. No matter how big or small the challenges we face, we can choose how to react to them.
Some people believe they have no control over what happens to them in life. When bad things happen they make excuses or blame others. It’s not their fault. They also believe they were born with a certain amount of ability or talent that can never really be changed or developed. They believe their traits are fixed, carved in stone and cannot be developed or expanded. Those folks have a fixed mindset.
A fixed mindset can limit the achievement of both adults and children. Mistakes are viewed as failures instead of opportunities to learn for people with a fixed mindset. In fact, people with a fixed mindset will typically avoid difficult tasks in fear that they will fail and not be successful. A fixed mindset can be very limiting and turn people of all ages into non-learners. Non-learners who avoid difficult tasks, challenges and risks that may make them look less than successful.
Then there are those people with a growth mindset. People with a growth mindset believe that their skills and basic qualities can be nurtured and developed. They believe that “effort is what ignites ability and turns it into accomplishment.” (Dweck, 2006) They believe that achievement is derived from hard work and commitment. Those with a growth mindset view failure as an opportunity to learn and grow as individuals. They enjoy a challenge and the opportunity to stretch themselves.
What do Abraham Lincoln, Albert Einstein, Babe Ruth, Michael Jordan and Lucille Ball all have in common? At one point and time they experienced failure. Abraham Lincoln had several failures and challenges that he faced over his lifetime. Einstein did not speak until he was four and didn’t read until he was 7. Ruth was famous for hitting homeruns but he also had 1,330 strikeouts in his career. Michael Jordan was cut from his high school basketball team and Lucille Ball was told by her acting teacher to try another profession. So, what made them successful after experiencing failure? Was it their mindsets? Did they believe their skills and talents could be developed and cultivated?
As I wrote this article, I took a hard look at my own mindset. What is my mindset; fixed or growth? A majority of the time I believe I have a growth mindset. I like a challenge and truly believe that I can still develop my skills and abilities both professionally and personally. However, if I’m honest, I have to say that once in a while, on those days when everything seems to go wrong, it is easy for me to fall into the fixed mindset. It’s my choice. I can blame others, make excuses or turn the day into an article that others can learn from.
I encourage you all to read Carol Dweck’s book Mindset. It’s a book that will get you thinking about yourself and your students. What is your mindset?
Sunday, February 20, 2011
Sunday, November 14, 2010
You Make a Difference
What makes an effective teacher? This was the topic of conversation I had with a group of high school juniors and seniors, a few months ago, who are considering the field of education as a profession. I asked the students to work in pairs to identify characteristics of teachers they believed to be effective. Interestingly, the lists the students created related very closely to what research says are the qualities of an effective teacher. The students listed such things as caring, patient, engaging, enthusiastic, organized, prepared, professional, dedicated and willing to help when students were struggling. Their extensive lists reminded me of Robert Marzano’s research on effective teachers.
Robert Marzano states, “A classroom teacher is probably the single most powerful influence on student achievement that is within the control of the educational system.” His research indicates that;
“Most effective teachers produce gains of about 53 percentage points in student achievement over a year, whereas the least effective teachers produce achievement gains of about 14 percentage points over one year." (Marzano, 2003)
So, what makes an effective teacher? Marzano has identified 3 characteristics of an effective teacher. First, an effective teacher has a toolbox of research-based instructional strategies to use with students. Effective teachers have clear goals, engage students in the learning process and provide timely feedback to students. Effective teachers plan for instruction that deepen student understanding and increases transfer of knowledge.
Marzano also identified successful classroom management skills as a trait of an effective teacher. Effective teachers establish and maintain rules and procedures that are necessary for a positive learning environment. An effective teacher takes into consideration and plans for the physical environment of the classroom as well. Effective teachers develop positive relationships with students. They greet students by name when they walk into the classroom and engage in informal conversations with their students. They let their students know they care.
Finally, Marzano states that an effective teacher has a classroom curriculum design with clear learning goals. Students receive multiple exposures to new concepts and have many opportunities to practice new skills. In addition, students have opportunities to engage in complex interactions with knowledge to ensure transfer of knowledge.
Research is clear that effective teachers impact student achievement. You do make a difference!
What makes an effective teacher? This was the topic of conversation I had with a group of high school juniors and seniors, a few months ago, who are considering the field of education as a profession. I asked the students to work in pairs to identify characteristics of teachers they believed to be effective. Interestingly, the lists the students created related very closely to what research says are the qualities of an effective teacher. The students listed such things as caring, patient, engaging, enthusiastic, organized, prepared, professional, dedicated and willing to help when students were struggling. Their extensive lists reminded me of Robert Marzano’s research on effective teachers.
Robert Marzano states, “A classroom teacher is probably the single most powerful influence on student achievement that is within the control of the educational system.” His research indicates that;
“Most effective teachers produce gains of about 53 percentage points in student achievement over a year, whereas the least effective teachers produce achievement gains of about 14 percentage points over one year." (Marzano, 2003)
So, what makes an effective teacher? Marzano has identified 3 characteristics of an effective teacher. First, an effective teacher has a toolbox of research-based instructional strategies to use with students. Effective teachers have clear goals, engage students in the learning process and provide timely feedback to students. Effective teachers plan for instruction that deepen student understanding and increases transfer of knowledge.
Marzano also identified successful classroom management skills as a trait of an effective teacher. Effective teachers establish and maintain rules and procedures that are necessary for a positive learning environment. An effective teacher takes into consideration and plans for the physical environment of the classroom as well. Effective teachers develop positive relationships with students. They greet students by name when they walk into the classroom and engage in informal conversations with their students. They let their students know they care.
Finally, Marzano states that an effective teacher has a classroom curriculum design with clear learning goals. Students receive multiple exposures to new concepts and have many opportunities to practice new skills. In addition, students have opportunities to engage in complex interactions with knowledge to ensure transfer of knowledge.
Research is clear that effective teachers impact student achievement. You do make a difference!
Sunday, September 26, 2010
NeSA-R: What, So What, Now What
Across the state of Nebraska, the “hot” topic of conversation has been NeSA-Reading results. School districts are reflecting on their results and are asking questions such as: What do we do with the results? So what can we do as a district to make the NeSA tests meaningful to students? And, now what can we do to improve NeSA tests scores?
What do school districts do with NeSA-R results? The results of NeSA-R should serve as baseline data for schools. Mitzi and I hope that the results will be used in correlation with other data schools collect in their continuous improvement efforts to improve student learning. We encourage schools to continue with the implementation of research-based instructional strategies that provide students with the knowledge and skills they need for success. In addition, we recommend schools take proactive measures such as using formative assessments to check for understanding, teaching test taking skills that can be applied in any testing situation and providing added opportunities for students to take tests online.
So what can school districts do to make the NeSA tests more meaningful to students? In recent conversations with teachers and administrators in the ESU 4 area Mitzi and I have heard several noteworthy and positive approaches schools are considering in order to motivate students to do their best on the NeSA tests. Some schools are planning on making testing days “Big Event Days”. On these days the focus will be on establishing positive learning climates for test taking. Students will not be given homework on testing days and will not be penalized for missing a class during a scheduled testing period. Schools are also looking at their master calendars to determine the opportune time to administer the NeSA tests. Some school leaders are also giving consideration to the time of the day they will be administering the NeSA tests. Furthermore, several school districts are making plans to send letters to parents with information regarding how they can best support their child(ren) during the testing period.
Now what can schools do to improve NeSA test scores? First of all, have you aligned your language arts and math curricula to the Nebraska State Standards? By aligning curricula, school districts can ensure that the state standards indicators are being addressed at the appropriate grade levels. Teachers also should examine the Table of Specifications that can be downloaded from the Nebraska Department of Education website. The Table of Specifications for reading and math indicate which standards will be tested and at what depth of knowledge. Another step that can be taken is to download the practice test software from the NDE website. Students can practice taking a similar test in reading and math in preparation for the actual testing date.
Now is the time to “rally the troops” and forge ahead. Mitzi and I encourage you to keep the focus on the students and remember . . . "Success is a journey, not a destination.”
Suzanne
What do school districts do with NeSA-R results? The results of NeSA-R should serve as baseline data for schools. Mitzi and I hope that the results will be used in correlation with other data schools collect in their continuous improvement efforts to improve student learning. We encourage schools to continue with the implementation of research-based instructional strategies that provide students with the knowledge and skills they need for success. In addition, we recommend schools take proactive measures such as using formative assessments to check for understanding, teaching test taking skills that can be applied in any testing situation and providing added opportunities for students to take tests online.
So what can school districts do to make the NeSA tests more meaningful to students? In recent conversations with teachers and administrators in the ESU 4 area Mitzi and I have heard several noteworthy and positive approaches schools are considering in order to motivate students to do their best on the NeSA tests. Some schools are planning on making testing days “Big Event Days”. On these days the focus will be on establishing positive learning climates for test taking. Students will not be given homework on testing days and will not be penalized for missing a class during a scheduled testing period. Schools are also looking at their master calendars to determine the opportune time to administer the NeSA tests. Some school leaders are also giving consideration to the time of the day they will be administering the NeSA tests. Furthermore, several school districts are making plans to send letters to parents with information regarding how they can best support their child(ren) during the testing period.
Now what can schools do to improve NeSA test scores? First of all, have you aligned your language arts and math curricula to the Nebraska State Standards? By aligning curricula, school districts can ensure that the state standards indicators are being addressed at the appropriate grade levels. Teachers also should examine the Table of Specifications that can be downloaded from the Nebraska Department of Education website. The Table of Specifications for reading and math indicate which standards will be tested and at what depth of knowledge. Another step that can be taken is to download the practice test software from the NDE website. Students can practice taking a similar test in reading and math in preparation for the actual testing date.
Now is the time to “rally the troops” and forge ahead. Mitzi and I encourage you to keep the focus on the students and remember . . . "Success is a journey, not a destination.”
Suzanne
Thursday, December 3, 2009
These are GEMS!
Imagine having the time to study a pertinent topic with your colleagues, learning with them and from them. This may not appeal to everyone, but for members of the statewide ESU Staff Development Affiliate (SDA), it was an awesome opportunity.
In a typical year, staff developers from across Nebraska meet together frequently to hear presenters on various topics that support our work with our school districts. However, the 2008-09 year was not a typical year. SDA chose to work on a project that I believe has the potential to impact our schools in a variety of ways.
Instead of listening to presenters, members worked in collaborative groups, much like schools’ Professional Learning Communities. The groups were called GEMS (Gaining Expertise Through Membership Study). The purpose of the year-long project was to develop modules on pertinent topics that can be utilized by ESU staff statewide in working with our schools.
Modules were developed in Differentiation of Instruction, Vision and Purpose, Profile for Continuous Improvement, Professional Development to Improve Student Learning, Leadership, Systems Thinking, Response to Intervention, New Teacher Induction, and 21st Century Skills. These projects were showcased in September, and truly proved to be a “treasure trove” of information.
Suzanne and I can use the materials that were developed to assist our schools in your staff development efforts. Please contact one of us if you would like more information. We would love to share!
Mitzi
In a typical year, staff developers from across Nebraska meet together frequently to hear presenters on various topics that support our work with our school districts. However, the 2008-09 year was not a typical year. SDA chose to work on a project that I believe has the potential to impact our schools in a variety of ways.
Instead of listening to presenters, members worked in collaborative groups, much like schools’ Professional Learning Communities. The groups were called GEMS (Gaining Expertise Through Membership Study). The purpose of the year-long project was to develop modules on pertinent topics that can be utilized by ESU staff statewide in working with our schools.
Modules were developed in Differentiation of Instruction, Vision and Purpose, Profile for Continuous Improvement, Professional Development to Improve Student Learning, Leadership, Systems Thinking, Response to Intervention, New Teacher Induction, and 21st Century Skills. These projects were showcased in September, and truly proved to be a “treasure trove” of information.
Suzanne and I can use the materials that were developed to assist our schools in your staff development efforts. Please contact one of us if you would like more information. We would love to share!
Mitzi
Wednesday, November 11, 2009
Writing to Learn
Writing to Learn
“When students write more frequently their ability to think, reason, analyze, communicate, and perform on test will improve. Writing is critical to student achievement.” This quote is from research conducted by Dr. Douglas B. Reeves on the impact of nonfiction writing on student achievement. Why is there a need for more nonfiction writing? Statistics indicate that 85% of the reading and writing that we do as adults is nonfiction. The National Commission on Writing states, “People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.”
Research clearly states that writing is connected with improved scores in all content areas. Writing, especially nonfiction writing, with revising and editing is also associated with improved student performance on multiple-choice tests. Writing to learn allows students to reflect on their learning and provides a way for teachers to tell what has been learned as well. So how can you include writing as a part of your daily lessons?
There are numerous ways to quickly incorporate writing strategies into your classroom. For example, when students enter your classroom they could complete an admittance sheet that requires them to write down three things they learned in class from the previous day. A quick glance at the students’ thoughts could provide you with feedback on how to proceed with the lesson planned for the day. An exit slip would serve the same purpose, but would be completed at the end of lesson by your students. Try using a “Stop-N-Write” during a lesson as a way for students to respond to or question the information being presented. Perhaps students in math could write about why wrong answers are wrong. Other ideas for incorporating writing into you classroom include: think-write-pair-share, KWL chart, graphic organizers, journals or learning logs, summary paragraphs and academic essays.
Finally, remember students don’t become writers overnight. The more opportunities students have to write the better writers they will become. Writing does matter in every classroom!
Suzanne
“When students write more frequently their ability to think, reason, analyze, communicate, and perform on test will improve. Writing is critical to student achievement.” This quote is from research conducted by Dr. Douglas B. Reeves on the impact of nonfiction writing on student achievement. Why is there a need for more nonfiction writing? Statistics indicate that 85% of the reading and writing that we do as adults is nonfiction. The National Commission on Writing states, “People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.”
Research clearly states that writing is connected with improved scores in all content areas. Writing, especially nonfiction writing, with revising and editing is also associated with improved student performance on multiple-choice tests. Writing to learn allows students to reflect on their learning and provides a way for teachers to tell what has been learned as well. So how can you include writing as a part of your daily lessons?
There are numerous ways to quickly incorporate writing strategies into your classroom. For example, when students enter your classroom they could complete an admittance sheet that requires them to write down three things they learned in class from the previous day. A quick glance at the students’ thoughts could provide you with feedback on how to proceed with the lesson planned for the day. An exit slip would serve the same purpose, but would be completed at the end of lesson by your students. Try using a “Stop-N-Write” during a lesson as a way for students to respond to or question the information being presented. Perhaps students in math could write about why wrong answers are wrong. Other ideas for incorporating writing into you classroom include: think-write-pair-share, KWL chart, graphic organizers, journals or learning logs, summary paragraphs and academic essays.
Finally, remember students don’t become writers overnight. The more opportunities students have to write the better writers they will become. Writing does matter in every classroom!
Suzanne
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