SWVA Math Specialist – Teacher Leaders Mini-Conference Leadership and Coaching for Math Teacher Leaders March 21, 2016 Session 1C Dr. Betti Kreye, VT Dr. Jean Mistele, RU

What if you thought some people are just born “smart”? How does this idea affect you if you are considered one of the ‘smart’ ones? How does this idea affect you if you are not considered one of the ‘not so smart’ ones? VCTM Conference 2016

What if you thought ‘smart’ was something you could become? How does this idea affect you when you’re successful? How does this idea affect you when you’re not so successful? VCTM Conference 2016

Mindset https://www.youtube.com/watch?v=brpkjT9m2Oo

What percentage of students believe that intelligence is fixed? Grade Fixed Mindset Growth Mindset K n/a 100% 1 10% 90% 2 18% 82% 3 42% 58% Source: Mindsets in the Classroom (Ricci)

Mindset Phrase Sort Work with a partner to complete the handout Mindset Phrase Sort Work with a partner to complete the handout. Discussion share-out. Handout: What You Can Train Your Students to Say

Videos https://www.youtube.com/watch?v=ZyAde4nIIm8 Carol Dweck The Power of Yet https://www.youtube.com/watch?v=hqh1MRWZjms The Story of Austin’s Butterfly https://www.youtube.com/watch?v=2zrtHt3bBmQ https://www.youtube.com/watch?v=rg_MeWhJW7I Growth Mindset for Students – Episode 1 and 2

Productive Struggle NCTM Principles to Action pages 48 – 53 Meaning of “productive struggle” Importance of “productive” struggle Chart page 49: Expectations of students Teacher actions Classroom indicators of success Working with a partner, read through all three columns and identify any of the Process Goals that appear. Page 10 Math Teaching Practices – tie to Process Goals

Characteristics of Students Struggling in Math Learned helplessness Passive learning Memory difficulties Attention difficulties Cognitive/metacognitive thinking deficits* Processing deficits* Low level of academic achievement Math anxiety

Effective Teaching Strategies for Struggling Learners Teaching Strategy Example Link new concepts to prior knowledge Build integer arithmetic rules from those of whole numbers Model using multiple representations Use the concrete pictorial symbolic model for concepts Teach strategies Only after building conceptual understanding teach mnemonics Practice multisensory cuing Engage students using visual, auditory, kinesthetic activities

Effective Teaching Strategies for Struggling Learners Teaching Strategy Example Provide instructive feedback, positive reinforcement Feedback to clarify understandings, ways to improve, reinforces successful behaviors Provide students many opportunities to respond Provide varied ways to respond, show understandings Make concepts meaningful and relevant Incorporate students’ interests, use applications from their current lives

Kinds of Student Struggle (Warshauer, 2015)

Teacher Response Summary (2015)

Group Activity Participants will be divided into two groups – teachers of grades K-5 and Title teachers, and teachers of grades 6 – high school. Each group will be provided with an activity. After completing this activity individually, turn to a partner within the group and discuss the following: your solution strategy returning to slide #12 on stages of student struggle, create questions that you could use to support struggling students at each level without decreasing the cognitive demand of the task while focusing on the growth mindset.

Whole Group Summary and Share-Out What did you learn about productive struggle through the group activities?

Discussion Prompt As a mathematics teacher leader within a building, without any release time from your classroom obligations, how might you be able to assist teachers within your building to implement effective instructional changes?

Take - Away Using one of the provided index cards, please record one new idea that you will take away from this session.

Dr. Betti Kreye Dr. Jean Mistele bkreye@vt.edu jmistele@radford.edu