Inspire A POSITIVE Growth Mindset In Your Students And .

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Inspire a POSITIVEGrowth Mindsetin Your Students and YourselfWhat is a growth mindset versus a fixed mindset, and how does itdirectly relate to the Common Core standards? Come investigateyour own mindset and how it affects your teaching and yourstudent’s learning. Experience powerful videos, interactiveactivities, annotated note–taking strategies and quality questioningtechniques that you can use now and throughout your career.Inspire your students to persevere through rigorous challenges andfully enjoy the discovery and learning process!Presented by Alyson Hoberechtahoberec@ggusd.us

12- I tem Grit ScaleDirections for taking the Grit Scale: Please respond to the following 12 items. Be honest there areno right or wrong answers!1. I have overcome setbacks to conquer an important challenge. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all2. New ideas and projects sometimes distract me from previous ones.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all3. My interests change from year to year.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all4. 6HWEDFNV GRQ¶W GLVFRXUDJH PH Very much like me Mostly like me Somewhat like me Not much like me Not like me at all5. I have been obsessed with a certain idea or project for a short time but later lost interest.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all6. I am a hard worker. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all

7. I often set a goal but later choose to pursue a different one.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all8. I have difficulty maintaining my focus on projects that take more than a few months tocomplete.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all9. I finish whatever I begin. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all10. I have achieved a goal that took years of work. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all11. I become interested in new pursuits every few months.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all12. I am diligent. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all

Scoring:1. For questions 1, 4, 6, 9, 10 and 12 assign the following points:5 Very much like me4 Mostly like me3 Somewhat like me2 Not much like me1 Not like me at all2. For questions 2, 3, 5, 7, 8 and 11 assign the following points:1 Very much like me2 Mostly like me3 Somewhat like me4 Not much like me5 Not like me at allAdd up all the points and divide by 12. The maximum score on this scale is 5 (extremely gritty), andthe lowest scale on this scale is 1 (not at all gritty).Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance andpassion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.

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Angela Duckworth and the Research on 'GritBY EMILY HANFORDHow Gritty Are You?Before she was a psychology professor, Angela Duckworth taught math in middle school and high school. Shespent a lot of time thinking about something that might seem obvious: The students who tried hardest did thebest, and the students who didn't try very hard didn't do very well. Duckworth wanted to know: What is therole of effort in a person's success?Now Duckworth is an assistant professor at the University of Pennsylvania, and her research focuses on apersonality trait she calls "grit." She defines grit as "sticking with things over the very long term until youmaster them." In a paper, she writes that "the gritty individual approaches achievement as a marathon; his orher advantage is stamina."Duckworth's research suggests that when it comes to high achievement, grit may be as essential asintelligence. That's a significant finding because for a long time, intelligence was considered the key to success.Intelligence "is probably the best-measured trait that there is in all of human psychology," says Duckworth."We know how to measure intelligence in a matter of minutes."But intelligence leaves a lot unexplained. There are smart people who aren't high achievers, and there arepeople who achieve a lot without having the highest test scores. In one study, Duckworth found that smarterstudents actually had less grit than their peers who scored lower on an intelligence test. This finding suggeststhat, among the study participants -- all students at an Ivy League school -- people who are not as bright astheir peers "compensate by working harder and with more determination." And their effort pays off: Thegrittiest students -- not the smartest ones -- had the highest GPAs.The Grit TestDuckworth's work is part of a growing area of psychology research focused on what are loosely called"noncognitive skills." The goal is to identify and measure the various skills and traits other than intelligencethat contribute to human development and success.Duckworth has developed a test called the "Grit Scale." You rate yourself on a series of 8 to 12 items. Twoexamples: "I have overcome setbacks to conquer an important challenge" and "Setbacks don't discourage me."It's entirely self-reported, so you could game the test, and yet what Duckworth has found is that a person's gritscore is highly predictive of achievement under challenging circumstances.

At the elite United States Military Academy, West Point, a cadet's grit score was the best predictor of successin the rigorous summer training program known as "Beast Barracks." Grit mattered more than intelligence,leadership ability or physical fitness.At the Scripps National Spelling Bee, the grittiest contestants were the most likely to advance to the finals -- atleast in part because they studied longer, not because they were smarter or were better spellers.Grit and College CompletionAngela Duckworth is now turning her attention to the question of grit and college completion. In a studyfunded by the Gates Foundation, Duckworth and a number of other researchers are trying to understand whatpredicts college persistence among graduates of several high-performing urban charter school networks: YESPrep Public Schools in Houston, Mastery Charter Schools in Philadelphia, Aspire Public Schools in Californiaand Achievement First Schools in Connecticut.These charter school networks serve mostly students from low-income and minority families. The schoolswere founded to close the "achievement gap" between these students and their higher-income peers. Theultimate goal of these charter school networks is to get students to go to college and earn degrees.The charter schools have succeeded in providing strong academic preparation. Most of their students go tocollege. Yet the students graduate from college at lower rates than would be expected based on theiracademic preparation.The charter schools want to know why that is. Angela Duckworth wants to know if grit has anything to do withit.Duckworth's previous research shows that people who have "some college" but no degree are lower in gritthan people who have college degrees. Does that mean the charter school students who are not making itthrough college are lacking grit? And if that's the case, can grit be learned?These are complicated questions, and the answers aren't in yet. Duckworth says there are a number of thingsto think about before jumping to the conclusion that students who don't finish college aren't gritty. Manyfactors contribute to college success, including money, what colleges students go to, and what Duckworthcalls "social-psychological" barriers. She says low-income and minority students often feel out of place oncollege campuses, especially more elite colleges where the majority of students are upper- income, white andhave college-educated parents. Duckworth thinks a sense of social belonging may be key to persisting throughcollege. One of her research goals is to "sharpen insights" about the psychological barriers that prevent wellprepared students from completing degrees -- and to test interventions that might help students overcomethose barriers.But Duckworth thinks grit is likely a significant factor when it comes to college completion among the charterschool students she is studying. That's because grit is a particularly helpful trait when it comes to challengingexperiences, and for the charter school students, college tends to be a challenging experience.

Most of the students are first generation; their parents didn't go to college -- in many cases, no one in theirfamily has any experience with higher education. College can be a difficult and confusing experience even forpeople who come from college-educated families, but for first-generation students, college is like learning anew language, says Tenesha Villanueva, a co-director of alumni programs at YES Prep Public Schools inHouston."It's like going to a foreign country and trying to navigate systems and programs that you have never come incontact with before," says Villanueva.When first-generation students come up against obstacles in college, they have no one in their families to turnto for help, says Villanueva. College-educated families provide their students with support that many studentsand families may not even be aware of, but it's a powerful force that helps propel students through college.Villanueva says first-generation students are at a disadvantage.Not only do first-generation students lack the kind of family support that can help them overcome obstacles incollege, they also tend to face more obstacles than higher-income students from college-educated families,according to Villanueva and her colleagues at YES Prep. They may have trouble with money or financial aidpaperwork. A lot of the students have to work while going to school. Many live at home and have familyobligations, such as taking care of siblings or grandparents and helping to pay the bills. Research shows all ofthese things make going to college harder and increase the chances a student will quit.YES Prep graduated its first class of seniors 11 years ago. So far 40 percent of the students have earnedbachelor's degrees within six years of finishing high school. Twenty-eight percent have dropped out. The restare still in college, gritting it out years after they were expected to finish.The Grittiest College StudentsWhen college is hard, grit helps, according to Angela Duckworth's research.In fact, people who succeed in getting associate's degrees are, on average, more gritty than people who getbachelor's degrees, according to Duckworth's research. It takes as much grit to get an associate's degree as itdoes to get a Ph.D."Graduating from a two-year college versus a four-year college is a much greater difference than people mightimagine," says Duckworth.Community colleges are full of students who are a lot like the students at YES Prep and the other urban charterschools Duckworth is studying: first-generation college students from poor families who have to balance workand family while going to school. The community college dropout rate is high."If you're going to get through a two-year college where the attrition rate is 50 or maybe even 75 percent,maybe you do need more grit to surmount all those obstacles," says Duckworth.Learning to Be Gritty

It's not clear what makes some people grittier than others, but Angela Duckworth believes grit is somethingpeople can probably learn.She says every human quality that has been studied has proven to be affected at least in part by a person'senvironment -- even intelligence. In addition, people change over time."Think about things about your personality like, 'I'm a pretty extroverted person,'" says Duckworth. "Well, howfixed is that?"It turns out a personality trait like extroversion can change a lot over a person's life. "If you look at largepopulation data, people get more or less extroverted over time," says Duckworth. "There's no reason to thinkthat grit is any different."She believes grit can wax and wane in response to experiences. In addition, people might be gritty about somethings and not others."You can see a child be exceptionally self-disciplined about their basketball practicing, and yet when you seethem in math class, they give up at the slightest frustration," says Duckworth.Donald Kamentz, director of college initiatives at YES Prep, says students he's worked with are some of thegrittiest people he's ever met. They "deal with things and persevere through situations that most people wouldfind insurmountable," he says.He's known students who get jobs to pay the bills when their parents are laid off, or figure out how to get theelectricity back on when the power company shuts it off."And then they go to college and they're struggling with financial aid or their financial aid didn't come throughand they don't know what to do," he says. Some of them drop out when confronted with these kinds ofchallenges. He says they're not gritty enough when it comes to college.A question for YES Prep and other charter schools in Duckworth's study is not necessarily how to get studentsto be gritty, but how to get them to be gritty about college completion."Which experiences do we give kids to get them in the direction of more grit and not less?" asks Duckworth.One of the goals of Duckworth's research is to figure this out. Her current project began in the fall of 2011 andis scheduled to wrap up in html

Two MindsetsFixed Mind-setGrowth Mind-setIntelligence is staticIntelligence canbe developedLeads to adesire to looksmart andtherefore atendency to.Leads to adesire to learnand therefore atendency TACLES.give up easily.persist in theface of setbacksEFFORT.see effort asfruitless or worse.see effort as thepath to mastery.ignore usefulnegative feedback.learn fromcriticismCRITICISMSUCCESS OF OTHERS.feel threatenedby the success ofothersAs a result, they may plateau earlyand achieve less than their fullpotential.find lessonsand inspirationin the success ofothersAs a result, they reach even higherGraphics by Nigel Holmes based on research by Carol Dweck http://dww.ed.gov

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You Can Grow Your IntelligenceNew Research Shows the Brain Can Be Developed Like a MuscleMany people think of the brain as a mystery. They don't know much about intelligence and how itworks. When they do think about what intelligence is, many people believe that a person is borneither smart, average, or dumb — and stays that way for life.But new research shows that the brain is more like a muscle — it changes and gets stronger whenyou use it. And scientists have been able to show just how the brain grows and gets stronger whenyou learn.Everyone knows that when you lift weights, your muscles get bigger and you get stronger. A personwho can't lift 20 pounds when they start exercising can get strong enough to lift 100 pounds afterworking out for a long time. That's because the muscles become larger and stronger with exercise.And when you stop exercising, the muscles shrink and you get weaker. That's why people say "Useit or lose it!But most people don't know that when they practice and learn new things, parts of their brain changeand get larger a lot like muscles do when they exercise.Inside the cortex of the brain are billions of tiny nerve cells, called neurons. The nerve cells havebranches connecting them to other cells in a complicated network. Communication between thesebrain cells is what allows us to think and solve problems.When you learn new things, these tiny connections in the brain actually multiply and get stronger.The more that you challenge your mind to learn, the more your brain cells grow. Then, things thatyou once found very hard or even impossible to do — like speaking a foreign language or doingalgebra — seem to become easy. The result is a stronger, smarter brain.How Do We Know the Brain Can Grow Stronger?Scientists started thinking that the human brain could develop and change when they studiedanimals' brains. They found out that animals who lived in a challenging environment, with otheranimals and toys to play with, were different from animals who lived alone in bare cages.While the animals who lived alone just ate and slept all the time, the ones who lived with differenttoys and other animals were always active. They spent a lot of time figuring out how to use the toysand how get along with the other animals.These animals had more connections between the nerve cells in their brains. The connections werebigger and stronger, too. In fact, their whole brains were about 10% heavier than the brains of theanimals who lived alone without toys.The animals who were exercising their brains by playing with toys and each other were also"smarter" — they were better at solving problems and learning new things.Even old animals got smarter and developed more connections in their brains when they got thechance to play with new toys and other animals. When scientists put very old animals in the cageswith younger animals and new toys to explore, their brains grew by about 10%!

Children's Brain GrowthAnother thing that got scientists thinking about the brain growing and changing was babies.Everyone knows that babies are born without being able to talk or understand language. Butsomehow, almost all babies learn to speak their parents' language in the first few years of life. Howdo they do this?The Key to Growing the Brain: Practice?From the first day they are born, babies are hearing people around them talk — all day, every day, tothe baby and to each other. They have to try to make sense of these strange sounds and figure outwhat they mean. In a way, babies are exercising their brains by listening hard.Later, when they need to tell their parents what they want, they start practicing talking themselves.At first, they just make goo-goo sounds. Then, words start coming, and by the time they are threeyears old, most can say whole sentences almost perfectly.Once children learn a language, they don't forget it. The child's brain has changed — it has actuallygotten smarter.This can happen because learning causes permanent changes in the brain. The babies' brain cells getlarger and grow new connections between them. These new, stronger connections make the child'sbrain stronger and smarter, just like a weightlifter's big muscles make them strong.The Real Truth About "Smart" and "Dumb"No one thinks babies are stupid because they can't talk. They just haven't learned how to yet. Butsome people will call a person dumb if they can't solve math problems, or spell a word right, or readfast — even though all these things are learned with practice.At first, no one can read or solve equations. But with practice, they can learn to do it. And the more aperson learns, the easier it gets to learn new things-because their brain "muscles" have gottenstronger!The students everyone thinks are the "smartest" may not have been born any different from anyoneelse. But before they started school, they may have started to practice reading. They had alreadystarted to build up their "reading muscles." Then, in the classroom, everyone said, "That's thesmartest student in the class."They don't realize that any of the other students could learn to do as well if they exercised andpracticed reading as much. Remember, all of those other students learned to speak at least one wholelanguage already — something that grownups find very hard to do. They just need to build up their"reading muscles" too.What Can You Do to Get Smarter?Just like a weightlifter or a basketball player, to be a brain athlete you have to exercise and practice.By practicing you make your brain stronger. You also learn skills that let you use your brain in asmarter way-just like a basketball player learns new moves.But many people miss out on the chance to grow a stronger brain because they think they can't do it,or that it's too hard. It does take work, just like becoming stronger physically or becoming a betterball player does. Sometimes it even hurts! But when you feel yourself get better and stronger, worthit!

Why the Growth Mindset is the Only Way to LearnBy Edudemic Staff on November 28, rn/“You’re too old to learn a foreign language.” “I couldn’t work on computers. I’m just not good with them.” “I’m not smart enough to runmy own business.”Do you know what these statements have in common? They’re all examples of the fixed mindset- the belief that intelligence, ability, andsuccess are static qualities that can’t be changed.When you have a fixed mindset, you believe that at a certain point, what you have is all you’re ever going to have: You’ll always have aset IQ. You’re only qualified for the career you majored in. You’ll never be any better at playing soccer or dating or taking risks. Your lifeand character are as certain as a map.The problem is, this m

Growth Mindset . in Your Students and Yourself . What is a growth mindset versus a fixed mindset, and how does it directly relate to the Common Core standards? Come investigate your own mindset and how it affects your teaching and your st

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The asynchronous design use the “web hooks” approach using two independent "one-way" invocations - one to start a long-running operation (Client to ESC) and the other one to notify a requester that it is completed (ESC to client) ESC REST API Headers/Path/Body Parameters Callbacks. One of the header parameters of the operation request will contain a callback field, whose value is a URI .