1. Workshop Overview Examining the following through a Mindset lens: Day 1 – Classroom Norms and Messaging Day 2 – Grouping Day 3 – Tasks Day 4– Assessment and Feedback

2. Housekeeping Notebooks Parking Lot

3. Mindset – Carol Dweck

4. Carol Dweck: Mindset Fixed - math ability is a “gift” Growth – math ability or “smartness” grows with experience

5. Research on Mindset shows 7 th grade students with a growth mindset outperform those with a fixed mindset in math Giving students mindset training results in higher grades

6. Research on Mindset and equity African American students who sharpest increase in grades and valuing school A growth mindset eliminates any gender gaps eg in highest SAT levels

7. Mindset and gender High achieving 5 th grade girls did not cope well with challenge The higher their IQ the more difficulty they had, in boys the reverse was true At the end of 8 th grade there was a gender gap but only among fixed mindset students

8. Mindset and gender Calculus at Columbia Stereotyping is alive and well Stereotyping only affected those with a fixed mindset, their confidence eroded over the semester and they abandoned plans to pursue STEM subjects

9. Implications Seeing math as a gift not only makes students vulnerable to lack of confidence but vulnerable to stereotypes too

10. The big message Intelligence is malleable, but … Students, teachers, schools treat math learners as though it is relatively fixed

11. In groups What is the role of schools, teachers, students, math in communicating fixed mindset messages? What messages are sent? What is done? What can teachers do to change the messages that are sent?