1. CHAPTER 5 CAN I DO THIS?

2. In this chapter, four strategies are addressed to enhance students sense of self-efficacy: (1)Tracking and studying progress, (2)Using effective verbal feedback, (3)Providing examples of self-efficacy, (4)& teaching self-efficacy

3. Tracking & Studying Progress To develop a sense of self-efficacy, students can track their progress and then examine the relationship between their behavior and their academic achievement. This includes: 1.Tracking academic progress over time 2.Setting personal academic goals 3.Examining effort and preparation

4. Tracking Academic Progress Over Time Students can chart their progress on a specific learning goal. For example, a Math teacher might have students track how many problems of a specific type they can solve in a specific amount of time A Language Arts teacher might have students track how many spelling words they answer correctly on their weekly tests.

5. Percentage Scores vs. Rubric Scale Using percentage scores works well when the assessments address a very specific skill like spelling, solving math problems, etc. Rubric scales are preferred when learning general knowledge. This is because assessments that address general informational knowledge tend to focus on different aspects of that knowledge at different difficulty levels from assessment to assessment.

6. Please see pgs. 118-119 for examples of percentage and rubric scales/graphs

7. Set Personal Academic Goals In addition to tracking their progress, students can be asked to set personal goals for their individual progress and strategize how they would accomplish their goals.

8. Example of Setting Personal Academic Goals: Name: Avery DeMarco My Goal: A score of 4.0 by the end of the unit What Will I Do to Accomplish My Goal? I will work on my presentation of how heritable and nonheritable traits affect each other for at least en minutes each night. How Well Am I Doing? I’m not keeping up with my plan to work ten minutes each night. I have to stop watching TV so much.

9. Examine Effort & Preparation As the final activity, teachers can direct students to track their effort and preparation along with their academic progress. Please see pg. 121 table 5.4

10. REVIEW: Q & A Exercise 5.1 - QUESTIONS 1.How does tracking student progress relate to the growth theory of competence? 2.What does asking students to develop a plan for their goal and tracking effort and preparation add to the utility of having students track their progress?

11. ANSWERS (found on page 178) 1.In school, students very seldom have the opportunity to observe their progress over time relative to a specific learning goal in class. This might not automatically help foster the growth perspective, but it does establish a foundation for interacting about the growth perspective and the general notion of efficacy. As students observe their improving scores, they can interact with the teacher and each other about the reasons for their progress. 2.Adding these two components makes discussions of the growth perspective more concrete and substantive. As students develop their plans and analyze their progress, discussion can occur between the teacher and students about the characteristics of efficacy. Students can be invited to share what they are learning about themselves and about the nature of efficacy. As students progress in their understanding of efficacy, they can also report on the changes in their behavior.

12. Using Effective Verbal Feedback In this section, we look at the subtle but important influence teachers can have on students’ development toward the fixed or growth mind-sets through verbal feedback

13. Types of Verbal Feedback Feedback that reinforces FIXED THEORY- Teachers should AVOID this type of verbal feedback Stating that a student is GOOD or BAD Telling a student that they are doing better or worse than another student Referring to intelligence: “you answered all those correctly, see how smart you are.” Feedback that reinforces GROWTH THEORY- Teachers are encouraged to use this type of verbal feedback You tried very hard on this, nice job You put a lot of effort into this; way to go You were very focused; keep it up You were well prepared, it sure paid off You really thought this through; this is excellent work You cam well informed; very good You were ready for this; nice work

14. Providing Verbal Feedback on a Task Providing verbal feedback on a task that was done poorly involves some of the same techniques that are used when providing feedback on tasks done well. For example, it is always appropriate to comment on aspects of the task that were done well. It is also appropriate and useful to provide feedback on aspects of the task that could have been done better.

15. One last thing to Remember: Verbal Feedback The message should always be that if students try hard and prepare well, they can accomplish great things.

16. Providing Examples of Self-Efficacy This section provides the reader with examples of stories and quotes regarding the power of self-efficacy.

17. Examples of Stories/Quotes to Share with Students Examples are given on pgs. 127-134 Stories of people such as Will Allen; Suraya Pakzad; & Roland Fryer Teachers can also use resources such as: – Time magazine – Kids with Courage: True Stories About Young People Making a Difference – It’s Our World, Too! Stories of Young People Who Are Making a Difference – Dare to Dream! 25 Extraordinary Lives

18. More Examples…. Teachers can use clips from movies such as the following: – Rudy – A Beautiful Mind – October Sky – Oliver Twist – Glory – Mr. Holland’s Opus – The Pursuit of Happiness – Apollo 13 – Philadelphia – Babe

19. Reinforce the Growth Theory Stories/Quotes/Movie Clips can all help reinforce the growth perspective. Teachers can relate the stories, etc. with the students own personal projects. Teachers can also lead students into discussions about efficacy.

20. REVIEW: Q & A Exercise 5.3 - QUESTIONS 1.What is the relationship between stories and developing a sense of efficacy? 2.How might quotations be used in ways that stories cannot be easily used? 3.What are stories from your own life or lives of people close to you that might inspire efficacy in students?

21. Answers (found on page 181) 1.The concept of overcoming formidable odds to achieve a goal might be quite foreign to some students, particularly those who have spent years operating from a fixed-theory perspective. In such cases, students probably need concrete examples of the power of efficacy. Stories provide those concrete examples. 2.Since quotations require very little class time, they can be used quite frequently as a brief reminder of the power of a strong sense of efficacy. Additionally, they frequently stimulate students to research the context in which the quotes were stated.

22. Teaching Self- Efficacy Here the authors consider directly teaching students about the two theories found in Dweck’s (2006) research: the fixed theory and growth theory. The teacher can do this by: 1.Distinguishing between growth and fixed theories, 2.Having students identify their personal theories, 3.Keeping the conversation alive

23. 1. Distinguishing between the theories Teachers can explain the research behind the theories and should use the labels: Fixed theory Growth theory A vignette teachers can use with students is found on page 136

24. Identify Personal Theories Once the distinction between the two theories has been made, students can determine whether they have a growth or fixed theory. Questions you can use with students are found on page 137

25. Keep the Conversation Alive Once the distinction of the theories have been made and the students have identified their personal theory, the teacher can keep the conversation alive by using the following statements: 1.How is your understanding of your self-theory affecting you in school? 2.What insights have you gained based on your understanding of the growth theory and the fixed theory? 3.What are you doing to enhance your belief in the growth theory?

26. REVIEW: Q & A Exercise 5.4 - QUESTIONS 1.What are the defining characteristics of the growth theory and the fixed theory? 2.What is the importance of keeping the efficacy conversation alive?

27. Answers (found on page 182) 1.The growth theory is rooted in the idea that intelligence increases with effort-that we can always get smarter by working harder. The fixed theory is rooted in the idea that intelligence is a fixed trait- something we cannot really change no matter how hard we work. The differences between these theories are profound because a student who believes he can become more and more intelligent is far more likely to take on challenging tasks and to learn from, rather than be embarrassed by, failure. Students who hold a fixed theory, however, will likely shy away from challenges to avoid failure and will also likely shy away from putting in substantial effort. For them, if you are intelligent then success should come easily. 2.Unfortunately, a fixed theory is one that tends to be deeply ingrained in students. Changing from a fixed theory mind-set to a growth theory mind-set is difficult and time consuming. Students with fixed theories need consistent reminders about the growth theory. They also need consistent encouragement if they are to believe success both inside and outside the classroom is possible.