MINDSETS, MOTIVATION, AND MATHEMATICS -
IS THERE AN APP FOR THAT?
Evidence of Success
The "At-Risk" Algebra 1 students outscored the district and site average for the summative semester 1 final. This 30 questions assessment was the first real test of their ability toi stay focused, persevere, and use multiple strategies to demonstrate their academic proficiency.
Students took a MIndset Survey In August 2014 and in May of 2015. The intial Mindset Survey was administered prior to any instruction or exposure to growth mindset theory or research on brain plasticity. Over the course of the year students were exposed to videos, on-line sessions, and instructional strategies all designed to instill a Growth Mindset. In addition, students tracked their progress with respect to their academics and attitudes towards math. In May 2015, it was quite evident that students had moved in the contiinuum towards a growth mindset - the belief that they can grow in intelligence through perseverance, hard work, productive struggle, and a belief in their own abilities.
My assignement as a Math Specialist was by invitation only the first year. By this I mean that teachers had to invite me to observe, model lessons, and/or co-teach to improve their instructional strategies. I was assigned to work with middle and high school teachers.. The initial fear was that teachers would not ask for assistance with the implementation of the common core math standards, and they would just continue to teach as they always have. At first this was the case, but many middle school teachers stepped up to the plate and asked for me to come in and model lessons and co-teach with them. This open door allowed me to infuse Growth Mindset instructional practices and the idea of productive struggle within their curriculum. At first very few high school teachers saw the relevance or need for a math coach. Last year, I was assigned exclusively to one of the high schools. This time my focus was on Algebra and some Geometry. I was asked to teach a class of 20 at-risk students who had previously failed 6,7 & 8 grade math. This was a major challenge, but it would also provided the opportunity to put into practice the strategies that I had been sharing with teachers. Not only did my students grow exponentially this year in their academics and self-perceptions, but high school teachers saw the merit in working differently within their classroom with not only their at-risk students but ALL of their students. More co-teaching and elbow coaching was requested than the previous year, and our PLCs took on a totally different ton, focused more on re-structuring our instruction to ensure student success.
As a teacher leader, I was selected to be in two state initiatives: The Instructional Leadership Corps and Professional Development Providers both tied to Stanford Univeristy. I have presented and facilitated 12 professional developments at site, district, regional and state conferences. I have been able to share the "Mindset" vision with over 500 teachers over the course of the year.
Middle School teachers have finished a research project with Jo Boaler - "How Kids Learn Math" and we have shared our student data and experience with Stanford to be included as part of their research project.
Middle School teachers have finished a research project with Jo Boaler - "How Kids Learn Math" and we have shared our student data and experience with Stanford to be included as part of their research project.
Professional Development
This PD was focused on equity for ALL students. The book "Principles to Action" was weaved throughout all presentation to promote incremental shifts toward mathematical practice as the core of student learning.