Tag Archives: Talent Code

Move the fulcrum to a positive mindset; find a path forward (TBT remix)

Move the fulcrum so that all the advantage goes to a negative mindset, and we never rise off the ground. Move the fulcrum to a positive mindset, and the lever’s power is magnified— ready to move everything up. (Achor, 65 pag.)

“When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them.   And if abilities can be expanded – if change and growth are possible – then there are still many paths to success.” (Dweck, 39 pag.)

How are we intentionally teaching growth mindset? How might we coach ourselves and our learners using Carol Dweck’s first steps to changing your mindset?

Step1. Learn to hear your fixed mindset “voice.”

Step 2. Recognize that you have a choice.

Step 3. Talk back to it with a growth mindset voice.

Step 4. Take the growth mindset action.

“Mostly though, I feel it in a changed attitude toward failure, which doesn’t feel like a setback or the writing on the wall anymore, but like a path forward.” (Coyle, 217 pag.)


Move the fulcrum to a positive mindset’ find a path forward was originally published on January 12, 2015.


Achor, Shawn. The Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work. New York: Broadway, 2010. Print.

Coyle, Daniel. The Talent Code: Greatness Isn’t Born : It’s Grown, Here’s How. New York: Bantam, 2009. 217.  Print.

Dweck, Carol S. Mindset: the New Psychology of Success. New York: Random House, 2006. 39. Print.

 

 

struggle + perseverance = learning

How are we facilitating experience where learners can risk and grow in sense making and perseverance?  We want every learner to be able to say:

I can make sense of tasks and persevere in solving them.

An important and powerful aspect of teachers’ practice concerns the ways in which they treat mistakes in mathematics classrooms. Research has shown that mistakes are important opportunities for learning and growth, but students routinely regard mistakes as indicators of their own low ability. (Boaler, n. pag.)

Do we teach mistakes as opportunities to learn? What if we slow down – pause – to reflect on what didn’t work well and plan a new tact?

In analyzing a series of setbacks, a key question to ask is Am I failing differently each time? “If you keep making the same mistakes again and again,” the IDEO founder David Kelley has observed, “you aren’t learning anything. If you keep making new and different mistakes, that means you are doing new things and learning new things.”(Berger, 124 pag.)

How might we take up the challenge to focus on learning? What if we teach the importance of struggle?

Struggle is not optional—it’s neurologically required: in order to get your skill circuit to fire optimally, you must by definition fire the circuit suboptimally; you must make mistakes and pay attention to those mistakes; you must slowly teach your circuit. You must also keep firing that circuit—i.e., practicing—in order to keep myelin functioning properly. After all, myelin is living tissue. (Coyle, 43-44 pag.)

I can make sense of tasks and persevere in solving them.

How might we amplify the important practice of how we treat mistakes? What if we teach and learn how to pay attention to mistakes and how to change based on what we learn?

What pathways to learning are illuminated in order to highlight learning = struggle + perseverance?

What if we slow down to focus on learning?


Berger, Warren (2014-03-04). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas . BLOOMSBURY PUBLISHING. Kindle Edition.

Boaler, Jo. “Ability and Mathematics: The Mindset Revolution That Is Reshaping Education.” Forum 55.1 (2013): 143. FORUM: For Promoting 3-19 Comprehensive Education. SYMPOSIUM BOOKS Ltd, 2013. Web. 2015.

Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.

Being Slow…Mindset…2nd Chances…Learning (TBT Remix)

Rule Three from The Talent Code by Daniel Coyle is SLOW IT DOWN.

“Why does slowing down work so well? The myelin model offers two reasons.  First, going slow allows you to attend more closely to errors, creating a higher degree of precision with each firing – and when it comes to growing myelin, precision is everything.  As football coach Tom Martinez likes to say ‘It’s not how fast you can do it. It’s how slowly you can do it correctly.’ Second, going slow helps the practitioner to develop something even more important: a working perception of the skill’s internal blueprint – the shape and rhythm of the interlocking skill circuits.”  (p. 85)

We still take a lot of heat from our colleagues about 2nd chance tests.  It makes many people, teachers and parents, uncomfortable.

About our version of 2nd chance tests:

  • Our learners take the test; we mark (not grade) each problem as correct or incorrect, and return the paper to the child without a number-no grade yet.
  • Their job is to find, correct, and identify errors.  We ask them to categorize an error as either a “simple mistake” or “needs more study”.
  • We also ask them to complete a table of specifications and determine their proficiency on the assessed essential learnings.
  • After all problems are corrected, students write a reflection about their work.
  • Armed with the experiences of teamwork, feedback, and self-assessment, students are given a 2nd Chance test and are tested on only the problems missed during the first testing experience.
  • The final test grade combines the correct work from the first test with the work from the 2nd Chance test.
  • Yes, it is completely possible to bomb the first test and end up with a 100 in my grade book.

My assumption is that this discomfort comes from how non-traditional – radical – this concept comes across.  Just because it is different does not make it a bad idea, does it?  The discomfort comes from gut-reaction or theory rather than practice.  Shouldn’t you try it?  What do learners say?

Here’s what some of my learners say.

“If you give your best effort the first time around, you will have learned more in the process and the second time around will be less stressful therefore making the hard work the first time more rewarding. I think that the second chance test is a very valuable learning technique. Even after that unit is complete, it shows you where you need to improve before you start building on those concepts. So far this year, I have seen great improvement in my learning from my previous years in math. This year it has all started clicking, and I am excited about the new units to come.”
~CM

“Before we jump into a new chapter, our class usually takes a formative assessment to tell us where we are and what we know before we actually start learning from Mrs. Gough. I take these seriously because I think they really do help. If I can see where I am in the beginning and then where I am in the end, I can see how much I’ve learned and accomplished.”
~ MC

In Mindset, Dr. Carol Dweck writes

“When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them.   And if abilities can be expanded – if change and growth are possible – then there are still many paths to success.” (p. 39)

More from my learners:

“Taking formative assessments and tests is something that I think is very important. I give my best effort, and work to learn from my mistakes. The second chance test is something that I think helps us actually learn from taking tests and making mistakes, rather than just getting tested on the material. Math has become one of my favorite subjects this year, and I have worked to learn from all my mistakes.
~VB

“I think that first chance tests and formative assessments are amazing because I can first understand my level and see what to work on and then really learn the material on the test to do better on the second chance. I do well in groups (except for the occasional random moments), and I love working in groups instead of taking notes the whole time. By helping others, it also helps me understand what I am doing wrong or just what I am supposed to do.”
~ HA

I feel the same as Daniel Coyle in the epilogue of The Talent Code when he writes

“Mostly though, I feel it in a changed attitude toward failure, which doesn’t feel like a setback or the writing on the wall anymore, but like a path forward.”

One more quote from our learners

“Overall, I feel as though I have done a pretty good job so far, but there is no one who can stop me from really stepping it up to an unbelievable level. The rest of the year I am going to fix any flaws I have, and show everyone what I can do when I REALLY put my mind to something.”
~ LM

In case this has been too broad for you, let’s go deep.  Here is one learner’s story from three perspectives.

From my perspective…

“GW came to me feeling that she is not very good at math and that she hasn’t been encouraged to like math.  She seeks an advocate and coach.  I strive to support GW as she becomes empowered to take control of her learning.  She is learning that it is great to struggle to learn; it is worth it to struggle to learn; and through the struggle she finds success.  Success leads to more confidence and more success.”   

From GW’s perspective…

“When I started out in math I had a really hard time and math was a definite challenge for me and my first test grade didn’t make it any easier. I was “in a hole” as my parents would tell me and I had to dig myself out. I started to go to extra help a lot more often and made solid B’s on my midterm and exam grades. What helped me through this process was the support. Support from not only my family but from Mrs. Gough and the faculty that really encouraged me to do my best.”

 From GW’s parents’ perspective…

“GW quietly got way behind in math first semester.  Partly due to an inner voice telling her she did not do well in math and partly a lack of commitment and time management. GW had given up.  Mrs. Gough communicated to us that GW needed to demonstrate the deep practice method on all homework. With our support and encouragement (not hands on help) GW began to do the deep practice on homework and began to “review and preview” every night. Our emphasis was ‘the process’ not the letter grade.

Her great success is directly attributed to the teacher/student relationship that Jill forged. Through encouragement (emails), support (office hours), an emphasis on deep practice and patience, Jill taught GW to try and try again, make the mistake, work through it, and get to the answer. Through perseverance, determination and resilience GW moved from failure and “not being good at math” to more than just passing. For us the 80 on her final exam was an A+ in effort, team work, student/teacher relationship, and determination.”

There are many take-a-ways for me…

  • If I can see where I am in the beginning and then where I am in the end, I can see how much I’ve learned and accomplished
  •  It’s not how fast you can do it. It’s how slowly you can do it correctly.
  • I have worked to learn from all my mistakes.
  • There are still many paths to success.
  • This year it has all started clicking.
  • I am excited about the new units to come.
  • There is no one who can stop me from really stepping it up to an unbelievable level.
  • Try and try again, make the mistake, work through it, and get to the answer. 

So here’s to being slow, making mistakes, and trying again.  It’s about learning content and skills.  It’s about learning perseverance and determination.  It’s about learning.  Period!

Time is a variable.

Learning is the constant.


Being Slow…Mindset…2nd Chances…Learning was originally posted on February 12, 2011.


Coyle, Daniel. The Talent Code: Greatness Isn’t Born : It’s Grown, Here’s How. New York: Bantam, 2009. 217.  Print.

Dweck, Carol S. Mindset: the New Psychology of Success. New York: Random House, 2006. 39. Print.

Move the fulcrum to a positive mindset; find a path forward

Move the fulcrum so that all the advantage goes to a negative mindset, and we never rise off the ground. Move the fulcrum to a positive mindset, and the lever’s power is magnified— ready to move everything up. (Achor, 65 pag.)

“When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them.   And if abilities can be expanded – if change and growth are possible – then there are still many paths to success.” (Dweck, 39 pag.)

How are we intentionally teaching growth mindset? How might we coach ourselves and our learners using Carol Dweck’s first steps to changing your mindset?

Step1. Learn to hear your fixed mindset “voice.”

Step 2. Recognize that you have a choice.

Step 3. Talk back to it with a growth mindset voice.

Step 4. Take the growth mindset action.

“Mostly though, I feel it in a changed attitude toward failure, which doesn’t feel like a setback or the writing on the wall anymore, but like a path forward.” (Coyle, 217 pag.)


Achor, Shawn. The Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work. New York: Broadway, 2010. Print.

Coyle, Daniel. The Talent Code: Greatness Isn’t Born : It’s Grown, Here’s How. New York: Bantam, 2009. 217.  Print.

Dweck, Carol S. Mindset: the New Psychology of Success. New York: Random House, 2006. 39. Print.

Enrichment…Intervention…Benefits of the 4-Point Rubric

Our team has been immersed in creating formative assessments, assessments for learning.  We have been developing these assessments based on the work of Tom Guskey, Rick Stiggins, Jan Chappius, Doug Reeves, Bob Marzano and many more.

We have tried to convert

Level 1: beginning,
Level 2: progressing,
Level 3: proficient or
Level 4: exceptional

to kid-friendly, kid-understandable language.  We have been saying…Level 3 is the target; it is where we want you to be as Algebra I learners.  Think of Level 1 as what should have learned as 6th graders and Level 2 as what was learned as 7th graders.  Level 4 is a blend of Algebra II and Algebra I Honors.  Level 4 is the stuff that you will see later in your math career; it is the challenge for those ready for more.  While not totally accurate, it has helped our young learner understand and gauge how much work needs to be done.

These descriptions worked well as long as we were learning about linear functions.  These descriptions failed me this week.  My descriptions failed us this week.  Modeling learning, we try again.  Here’s the new attempt.

Level 1:  I’m getting my feet wet.
Level 2:  I’m comfortable with support.
Level 3:  I’m confident with the process.
Level 4:  I’m ready for the deep end.

The progression of the images and ideas speak to me and to the 2 teachers and 4 students that worked with me on this after school.  We start off seeing the ocean, but we are only willing to get our feet wet.  We are getting our feet wet.  In the kiddie pool we can experiment with getting soaked.  We are comfortable in the water but need and want lots of support.  In the deep end of the big pool we can swim confidently.  Back in the ocean we can maneuver without as much support.  Lifelong learning and teamwork tell us that there will always be more to explore, and we will always need to be careful in the deep end.  We won’t abandon all of our support and safety.

There are multiple ideas and benefits to these formative assessments.

  • Our learners have a much clearer way to gauge their success on meeting the standard for each essential learning.  They self-assess their level with these formative assessments; they have immediate feedback on what they should know and where they are in the process.
  • Questions are much clearer; we now communicate using a common language.  No longer to we field “I don’t get it.”  I cannot say this with enough emphasis.  We NEVER hear “I don’t get it.  I ‘m lost.”  We are asked “I am at level 2, will you help me get to level 3?”  “I have learned that I’m at level 3; how do I get to level 4?”  Even better, QB dropped by after school and said “Ms. Gough, I understand the distributive property, but I’m still having trouble when I multiply two binomials, can you help me?”  And the follow-up question was “Okay, now tell me does this show good work?  Am I communicating my ideas?  And are my conventions good too?  How is my organization?”  WOW!
  • Learners are motivated to level up.  Differentiation is not only possible it is motivating.   MR – very quiet, hardly every speaks unless called on – started talking to me in the hall when she was 2 classrooms away from me.  “Ms. Gough, I got the level 4 problems last night!  I had to use your work on the webpage, but I now understand and can do it myself!”  ER said “Me too.  I’m now at level 3 because I could work with your work.”  Both learners feel success even though they are not working at the same level.
  • Homework is differentiated based on level.  Students now have some choice in their homework.  We post our homework in levels; you can see it on the table of specifications in the document below or on our webpage.  One of my teammates, @bcgymdad, says it best.  He asks his learner – we all do now – to try the first three problems from the next level.  “Say you are at level 2; start with the level 3 homework.  If you struggle too much with the first three problems, then drop back to level 2 and do that homework.  But try, try to level up.  Challenge yourself; you can do it.  We will help you.”
  • Intervention and enrichment are now easier and often self-directed.  Our learners how have choice in their learning and direction for how to improve.  We are very clear.  Everyone must get to level 3 in order to be proficient in our course.  We are offering enrichment and intervention at the same time.  When we individualize face-to-face one-on-one instruction, we answer the learner’s questions.  They tell us where they are and where they want to go.  With intervention, we sometimes have to direct their questions, but at least we are doing that on an individual basis rather than in whole group discussion.

Here’s the specific formative assessment my learners are discussing.

The benefits to the teacher, the lead facilitator of learning, seem huge.  The benefits to the learners seem huge too.  I’d love to know what you think.  We, my team, would love to know what you think.

As @thadpersons asks:  What speaks to you about this?  What do you want to know more about?

Being Slow…Mindset…2nd Chances…Learning

On the drive to school yesterday morning AS (age 6) explained to me that she was the slowest in her class.  It was very matter of fact.  “I am the slowest in class, Momma.  I finish last every time. It takes me longer than everyone else.”  With a very heavy heart, I explained that I thought it was okay to be last.  Learning is not a race.  Everyone learns in their own time.  AS persisted “But, Momma, I am always last.  I am slow.”  I asked her why; why did she think she was slow?  “I like to read what I write.  It is fun, but it takes a long time. I like to look at it to figure out the words.”

Rule Three from The Talent Code by Daniel Coyle is SLOW IT DOWN. 

“Why does slowing down work so well? The myelin model offers two reasons.  First, going slow allows you to attend more closely to errors, creating a higher degree of precision with each firing – and when it comes to growing myelin, precision is everything.  As football coach Tom Martinez likes to say ‘It’s not how fast you can do it. It’s how slowly you can do it correctly.’ Second, going slow helps the practitioner to develop something even more important: a working perception of the skill’s internal blueprint – the shape and rhythm of the interlocking skill circuits.”  (p. 85)

 We still take a lot of heat from our colleagues about 2nd chance tests.  It makes many people, teachers and parents, uncomfortable. 

About our version of 2nd chance tests: 

  • Our learners take the test; we mark (not grade) each problem as correct or incorrect, and return the paper to the child without a number-no grade yet. 
  • Their job is to find, correct, and identify errors.  We ask them to categorize an error as either a “simple mistake” or “needs more study”. 
  • We also ask them to complete a table of specification and determine their proficiency on the assessed essential learnings. 
  • After all problems are corrected, students write a reflection about their work. 
  • Armed with the experiences of teamwork, feedback, and self-assessment, students are given a 2nd Chance test and are tested on only the problems missed during the first testing experience. 
  • The final test grade combines the correct work from the first test with the work from the 2nd Chance test. 
  • Yes, it is completely possible to bomb the first test and end up with a 100 in my grade book.  

My assumption is that this discomfort comes from how non-traditional – radical – this concept comes across.  Just because it is different does not make it a bad idea, does it?  The discomfort comes from gut-reaction or theory rather than practice.  Shouldn’t you try it?  What do learners say?

Here’s what some of my learners say.

“If you give your best effort the first time around, you will have learned more in the process and the second time around will be less stressful therefore making the hard work the first time more rewarding. I think that the second chance test is a very valuable learning technique. Even after that unit is complete, it shows you where you need to improve before you start building on those concepts. So far this year, I have seen great improvement in my learning from my previous years in math. This year it has all started clicking, and I am excited about the new units to come.”
~CM

“Before we jump into a new chapter, our class usually takes a formative assessment to tell us where we are and what we know before we actually start learning from Mrs. Gough. I take these seriously because I think they really do help. If I can see where I am in the beginning and then where I am in the end, I can see how much I’ve learned and accomplished.”
~ MC

In Mindset, Dr. Carol Dweck writes

“When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them.   And if abilities can be expanded – if change and growth are possible – then there are still many paths to success.” (p. 39)

More from my learners:

“Taking formative assessments and tests is something that I think is very important. I give my best effort, and work to learn from my mistakes. The second chance test is something that I think helps us actually learn from taking tests and making mistakes, rather than just getting tested on the material. Math has become one of my favorite subjects this year, and I have worked to learn from all my mistakes.
~VB

“I think that first chance tests and formative assessments are amazing because I can first understand my level and see what to work on and then really learn the material on the test to do better on the second chance. I do well in groups (except for the occasional random moments), and I love working in groups instead of taking notes the whole time. By helping others, it also helps me understand what I am doing wrong or just what I am supposed to do.”
~ HA

I feel the same as Daniel Coyle in the epilogue of The Talent Code when he writes

“Mostly though, I feel it in a changed attitude toward failure, which doesn’t feel like a setback or the writing on the wall anymore, but like a path forward.”

One more quote from our learners

“Overall, I feel as though I have done a pretty good job so far, but there is no one who can stop me from really stepping it up to an unbelievable level. The rest of the year I am going to fix any flaws I have, and show everyone what I can do when I REALLY put my mind to something.”
~ LM

In case this has been too broad for you, let’s go deep.  Here is one learner’s story from three perspectives.

From my perspective…

“GW came to me feeling that she is not very good at math and that she hasn’t been encouraged to like math.  She seeks an advocate and coach.  I strive to support GW as she becomes empowered to take control of her learning.  She is learning that it is great to struggle to learn; it is worth it to struggle to learn; and through the struggle she finds success.  Success leads to more confidence and more success.”   

From GW’s perspective…

“When I started out in math I had a really hard time and math was a definite challenge for me and my first test grade didn’t make it any easier. I was “in a hole” as my parents would tell me and I had to dig myself out. I started to go to extra help a lot more often and made solid B’s on my midterm and exam grades. What helped me through this process was the support. Support from not only my family but from Mrs. Gough and the faculty that really encouraged me to do my best.”

 From GW’s parents’ perspective…

“GW quietly got way behind in math first semester.  Partly due to an inner voice telling her she did not do well in math and partly a lack of commitment and time management. GW had given up.  Mrs. Gough communicated to us that GW needed to demonstrate the deep practice method on all homework. With our support and encouragement (not hands on help) GW began to do the deep practice on homework and began to “review and preview” every night. Our emphasis was ‘the process’ not the letter grade.

Her great success is directly attributed to the teacher/student relationship that Jill forged. Through encouragement (emails), support (office hours), an emphasis on deep practice and patience, Jill taught GW to try and try again, make the mistake, work through it, and get to the answer. Through perseverance, determination and resilience GW moved from failure and “not being good at math” to more than just passing. For us the 80 on her final exam was an A+ in effort, team work, student/teacher relationship, and determination.”

There are many take-a-ways for me…

If I can see where I am in the beginning and then where I am in the end,
I can see how much I’ve learned and accomplished

 It’s not how fast you can do it. It’s how slowly you can do it correctly.

I have worked to learn from all my mistakes.

There are still many paths to success.

This year it has all started clicking.

I am excited about the new units to come.

There is no one who can stop me from really stepping it up to an unbelievable level.

Try and try again, make the mistake, work through it, and get to the answer. 

So here’s to being slow, making mistakes, and trying again.  It’s about learning content and skills.  It’s about learning persistance and determination.  It’s about learning.  Period!

Time is a variable.

Learning is the constant.

_________________________________

Coyle, Daniel. The Talent Code: Greatness Isn’t Born : It’s Grown, Here’s How. New York: Bantam, 2009. 217.  Print.

Dweck, Carol S. Mindset: the New Psychology of Success. New York: Random House, 2006. 39. Print.