Stop telling kids they are smart??? - Article by Sal Khan

Here are some interesting snippets from an article by Sal Khan titles, "The Learning Myth: Why I'll Never Tell My Son He's Smart."The Learning Myth: Why I'll Never Tell My Son He's Smart"
that can be found here.

My 5-year-­old son has just started reading. Every night, we lie on his bed and he reads a short book to me. Inevitably, he’ll hit a word that he has trouble with: last night the word was “gratefully.” He eventually got it after a fairly painful minute. He then said, “Dad, aren’t you glad how I struggled with that word? I think I could feel my brain growing.” I smiled: my son was now verbalizing the tell­-tale signs of a “growth­ mindset.” But this wasn’t by accident. Recently, I put into practice research I had been reading about for the past few years: I decided to praise my son not when he succeeded at things he was already good at, but when he persevered with things that he found difficult. I stressed to him that by struggling, your brain grows. Between the deep body of research on the field of learning mindsets and this personal experience with my son, I am more convinced than ever that mindsets toward learning could matter more than anything else we teach.

Researchers have known for some time that the brain is like a muscle; that the more you use it, the more it grows. They’ve found that neural connections form and deepen most when we make mistakes doing difficult tasks rather than repeatedly having success with easy ones.

For instance, praising someone’s process (“I really like how you struggled with that problem”) versus praising an innate trait or talent (“You’re so clever!”) is one way to reinforce a growth ­mindset with someone. Process­ praise acknowledges the effort; talent­ praise reinforces the notion that one only succeeds (or doesn’t) based on a fixed trait.

I see this as a part of the shift we need to make, teaching for understanding rather than teaching for success. Teaching a depth of knowledge rather than one strategy or method that gives a correct answer but doesn't easily transfer in real-world situations.

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As I went to check something on the blog this morning, I noticed that several of the images were not displaying. In order to see them, I had to log on to the new corporate web filter. Just thought I would give you a heads up.

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NBC Learn - Free resources!

The Indiana Department of Education has made NBC Learn a free resource for Indiana teachers.

To get access to the resources, go to Indiana.NBCLearn.com, then just click on the button to access!

Walk Through Principles

I have already shared the walk-Through calendar. If you have not gotten it, you can find it here.

Today's link will take you to the Marzano site where you can look at what specific things you can be doing to fulfill specific goals within the calendar.

For example: One of the goals for cycle 1A is "Provide clear learning goals and scales." This would align with Marzano Reflective Practice 1. (Not all of them align with the same number) So you can click on the first practice and a sheet will come up with what it should look like. (You have to create an account and be signed in, but the account is free, then scroll down to Appendix B.)

This is what will then come up if you are signed in.

This tells you what specific things you should be doing and also even gives student evidence.

NCTM Problem

Here is a link to a PDF copy of that NCTM problem I send out earlier this week in e-mail.

8th Grade Math - 1A

Here are the standards for 8th Grade - 1A

8.NS.1 Give examples of rational and irrational numbers and explain the difference between them. Understand that every number has a decimal expansion; for rational numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a rational number.

8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, plot them approximately on a number line, and estimate the value of expressions involving irrational numbers. (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.)

8.NS.3 Given a numeric expression with common rational number bases and integer exponents, apply the properties of exponents to generate equivalent expressions.

8.NS.4: Use square root symbols to represent solutions to equations of the form x^2 = p, where p is a positive rational number.

Have an idea or question? Use the comment button to share.

7th Grade Math - 1A

Here are the standards for 7th Grade - 1A

7.C.5  Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

• Bar models are great for solving rate and ratio problems.

7.C.8  Solve real-world problems with rational numbers by using one or two operations.

7.AF.9  Identify real-world and other mathematical situations that involve proportional relationships. Write equations and draw graphs to represent proportional relationships and recognize that these situations are described by a linear function in the for y = mx,  where the unit rate, m, is the slope of the line.

7.GM.3  Solve real-world and other mathematical problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing. Create a scale drawing by using proportional relationships.

7.GM.2  Identify and describe similarity relationships of polygons including the angle-angle criterion for similar triangles, and solve problems involving similarity.

Have an idea or question? Use the comment button to share.

6th Grade Math - 1A

Here are the standards for 6th Grade 1A:

6.NS.1: Understand that positive and negative numbers are used to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge).  Use positive and negative numbers to represent and compare quantities in real-world contexts, explaining the meaning of 0 in each situation.

• Idea: Number line activity. Prepare numbers on post-its and have the students place the numbers on a number line. Remember, it is the mathematical discussion that takes place that provides learning and understanding. Allow mistakes, and use them to promote discussion.
• Idea: Place numbers on construction paper from -10 to +10. Have students take turns do problems by coming up to the line and physically moving. Example. 3 - 7 = x. Student goes to the number 3 and moves 7 spaces to the left to arrive at an answer of x = -4. Students at seats could have a smaller number line copied and follow along with their fingers. Adding movement activates more of the brain, increasing retention!

6.NS.2: Understand the integer number system.  Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself (e.g., –(–3) = 3), and that 0 is its own opposite. 

6.NS.8: Interpret, model, and use ratios to show the relative sizes of two quantities.  Describe how a ratio shows the relationship between two quantities.  Use the following notations: a/b, a to b, a:b.

• Idea: Bar models are great for solving ratio and showing the relationship between quantities.

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Calendar of Walk-Through goals

Here is a copy of the Walk-Through Calendar that was mentioned at our Staff Meeting on Thursday.

As you can see, there are 2-3 goals for each cycle. These are your goals, teacher goals. Many of these line up with the Turn-Around principles. All of them are research based.

Clarifications for 1A

Goal 1: Provide clear learning goals and scales.

• Goals for each cycle should be posted in the classroom for your subject area. These goals should be referred to during instruction.
• Grading scales should be communicated and clear, as well as rubrics for any assignments. Students won't know what to do if it is not clearly communicated.

Goal 3:  Establish and maintain classroom rules and procedures.

• Are your general expectations posted and clearly stated?
• Are necessary procedures posted and clearly stated?
• Is enforcement of expectations consistent?

 Goal 21: Apply consequences for lack of adherence to rules and/or procedures.

• In the beginning of the year, this may be consistent reminders. 
• Is there a progressive (5 step?) plan in place for students who consistently do not adhere to the rules/procedures of the class/school?

 Click here for a PDF of the Walk-Through calendar.