18:47:31 From Susan Smith : Susan from Takotna 18:47:51 From lisa.peterson : I totally agree 18:48:17 From Susan Smith : susan oreos 18:48:26 From Nina : Nina ice cream 18:48:31 From Pam Wells : Popcorn 18:48:36 From tommy : Tommy—coffee 18:48:36 From Susan Smith : someone even brought a bag on a sled during Iditarod for me! 18:48:39 From Kathryn C : Kathryn chips and salsa 18:48:39 From Julie Weber : Chocolate 18:48:40 From Valerie Johnson to All panelists : Chips 18:48:40 From Stutzer : Mandarin oranges, and tortilla chips (not at the same time) 18:48:40 From Amy Hughes : Amy - Raw Cookie Dough 18:48:40 From Stephanie Richardson : Stephanie homemade bread 18:48:42 From Tate Gooden : Cheese and olives 18:48:42 From Christina Webster : Christina Ice Cream (Cookies and Cream) although I did just bake a chocolate cake 18:48:42 From chris conder : girl scout cookies 18:48:43 From klarson : Kaylee ice cream! 18:48:46 From RACHELLE SHREVE : Rachelle pizza 18:48:46 From William : Bill ice cream 18:48:46 From somalley : I love eating almonds and gummi bears! 18:48:47 From Scott Roleff : Scott - Spicy peanuts 18:48:47 From Kara Abel : chips and salsa! 18:48:49 From Christian : Christian - High quality chocolate chips n peanut butter. 18:48:49 From Christi N. : oreos and milk 18:48:49 From Sandra Slade : Homemade pecan rolls. 18:48:50 From Donald Torres : Nunamiut Sesame sticks 18:48:50 From jjenson to All panelists : Beef Jerky 18:48:52 From lisa.peterson : Chips Ahoy Chewy Chocolate Reeses cookies 18:48:53 From Laura : Molly from Cordova here 18:48:58 From Andrew Gillilan : Moose stew and thin mints GS cookies 18:48:58 From Kevin Barnett : Popcorn, and shortbread 18:48:59 From Rafe : Rafe-homemade duck nuggets 18:49:01 From Lydia Zeisel : Lydia guacamole 18:49:01 From Lisa Curtis to All panelists : smoked salmon dip and almond crackers 18:49:01 From Barbara : teas and cashews 18:49:05 From Laura : Laura Red licorice 18:49:06 From chavez_jennifer@asdk12.org : Jennifer - carne asada tacos… yum! 18:49:10 From lvaughn : Jalepeno Cheddar Cheetos 18:49:16 From Rita Short to All panelists : coffee & chocolate chip cookies 18:49:17 From Kim : Resees, homemade carrot cake 18:49:18 From Christy Roe : chocolate covered espresso beans 😁 - Christy 18:49:19 From bais_ashley to All panelists : Ashley Salt n Vinegar Chips 18:49:21 From Valerie Johnson : everything 18:49:22 From Darleia Caldwell : Darleia baked bread 18:49:36 From teacher : cereal 18:49:42 From Scott Roleff : I believe coffee is on the same level as plasma 18:49:50 From kelli tallman : Homemade chocolate chocolate cupcakes with extra frosting stuffed in the middle 18:50:00 From Darleia Caldwell : I agree 18:50:06 From Kathleen to All panelists : Kathleen….ALL THE BAKED GOODS!!!! 18:50:14 From Talbert Bentley : tj bentley - Water 18:50:14 From Tara Anderson : Ramen with eggs, cheese, and sausage. Also veggies added for some healthiness. 18:51:30 From Tara Anderson : Seaweed snacks, nuts, and Reeses mini cups. 18:51:53 From Laura : Molly Peanut M&M’s 18:53:17 From Melissa Crane : Resource Page https://asdn.org/webinar-resource-page-combating-learned-helplessness-in-the-math-classroom-spring-2020/ 18:57:25 From Melissa Crane to Bobbi Jo Erb(Privately) : Volume is a bit low 18:57:34 From Melissa Crane to Bobbi Jo Erb(Privately) : better 18:57:42 From Bobbi Jo Erb to Melissa Crane(Privately) : thanks 19:01:13 From Carleen Ulbrich : Old- using the words, “not yet” 19:03:03 From Julie Weber : Old- can change mindset 19:05:15 From chris conder : the constant need for A's is common because this is what they are told colleges and universities look for, it is a sign of success old 19:07:04 From Pam Wells : When I taught middle school we used the term in progress, I like not yet. 19:07:49 From Andrew Gillilan : Old - Find Someone worse to make self feel better 19:07:59 From Julie Weber : Surprising: Kids look for others that do worse than them 19:08:04 From Rafe : OMG Andy! 19:08:04 From Pam Wells : New - teaching students that their brain changes as they struggle. 19:08:05 From klarson : Old- more brain activity for people with growth mindset, praising the process instead of the the correct answer 19:08:08 From Carleen Ulbrich : New- Building to the yet, (idea of how to do that) 19:08:17 From lvaughn : Old- Praise wisely, not about intelligence but about process or effort. 19:08:17 From somalley : Something old - kids that fail will often try to cheat or look for others who have done worse. 19:08:18 From Lydia Zeisel : Old: difficulty makes children feel dumb/ New: the science we have proves the amount of brain power we use/ Surprising: 4th graders really enjoy and want a challenge 19:08:18 From Andrew Gillilan : NEW - People with Growth mIndset engage errors more 19:08:19 From Susan Smith : Old: Rewards; NEW: “Not yet” Surprising (but not really): non-tech kids did better on the reservation 19:08:22 From bais_ashley to All panelists : OLD: Terminalogy of fixed vs. growth mindset. NEW: Growth mindset processs the “error” Surprising: The power of YET!!! 19:08:26 From Kim : old not yet, new. Praise wisely, surprising native reservation turn around 19:08:34 From Darleia Caldwell : Mistakes means you’re learning 19:08:42 From somalley : Something new - the idea that you can give a grade of ""Not yet 19:08:43 From Christina Webster : Surprising: Not yet instead of an F; New: Rewarding the process and not just awarding correct answers 19:08:44 From lvaughn : New- Growth mindset can create equality 19:08:47 From chris conder : new more neurons connecting when learning 19:08:48 From Carleen Ulbrich : Surprsing- equality can happen with use of yet, just seeing the evidence was surprising. 19:08:49 From Stutzer : Old: change mindset New: the phrase "not yet..." Surprising: the kids with less technology on the reservation 19:08:51 From lisa.peterson : Old: students WANT to be challenged 19:08:53 From jjenson to All panelists : Our school works with the growth mindset a lot. The whole “YET” idea I like, we use, but got some new ideas. The test scores did surprise me. 19:08:53 From Scott Roleff : New: (Actually old and new) "Not Yet" It's been around but is not the norm, especially in the upper grade levels 19:08:54 From Julie Weber : New: praise wisely… praise the process they engage in 19:08:58 From klarson : New- using the term “not yet” 19:09:01 From Barbara : Old: That math class is often more about performance than effort, and that needs to change. 19:09:02 From Kathryn C : Old: the power of yet, New: praise wisely 19:09:07 From Andrew Gillilan : Surprising - praising the process means more effort and more engagement 19:09:13 From somalley : Surprising - that brains of kids with a growth mindset actually look different 19:09:16 From Christy Roe : old- growth mindset (Carol Dweck is awesome!) new-focus on process 19:09:17 From Kathleen to All panelists : Old: students with trauma shut down if the see work as too difficult 19:09:18 From kelly.kemper : Surprise - native kids vs Microsoft kids. 19:09:20 From Darleia Caldwell : praising the process and the effort, not just the correct answer 19:09:23 From lvaughn : Surprising- the generation of young workers that can’t get through the day without an award. 19:09:24 From chavez_jennifer@asdk12.org : old - The focus should be on learning, not grades. New - we should praise the process, effort, strategies, and progress. Suprising - Our math games are not set up to praise what matters 19:09:28 From Christy Roe : surprising (and old)- the brain scans! 19:09:28 From teacher : Old: growth vs. fixed mindset; new - an actual grade of “Not Yet” instead of F; surprising - a generation who can’t get thru the day without a reward 19:09:32 From RACHELLE SHREVE : old -we have raised a generation that wants an award every day, new -praise process , surprising - the Native students can outperform the Microsoft kids 19:09:36 From Christian : Old - Young people can’t get through the day without an award New - ? Surprising - The overwhelming number of students that were found to enjoy the challenge of problems just out of reach. 19:09:39 From Molly Reggiani : certainly applicable considering the current distance digital teaching/learning situation! 19:09:39 From lisa.peterson : New: Give confidence by using “yet; Surprising: looking at a growth mindset as a “basic human right” 19:09:40 From jjenson to All panelists : The “praise wisely” was an awesome way to put it. 19:09:51 From Angela Hayden to All panelists : Something old: new neurons when they encounter something challenging and work through it Something new: can’t think of anything Something surprising: nothing 19:09:51 From tommy : Old—“my” report card comes years after students leave my classroom (often). New—“not yet”; teaching or demonstration that that itchy confused feeling is what learning feels like. Surprising—that this is not more of a Thing 19:09:58 From Stephanie Richardson : Old - it’s important to praise the process, and not intelligence. New - focusing on “now” goals (ie. Getting the A) hinders one’s ability to set big goals and reach big dreams. Surprising -there’s a game out there that rewards persistence 19:10:01 From Nina : old-running from error mind is fixed. new: "I love a challenge. 19:10:05 From Laura : Old- “not YET” new- the term “praise wisely” surprising- math games 19:10:14 From Barbara : New: The terminology “yet” and “not yet”. I like that vocabulary. Also, I was interested in a computer game that rewarded process in problem solving rather than only the right answer. 19:10:16 From Scott Roleff : Old: Grades are still seen as the most important and rewards are handed out for answers rather than effort and process 19:10:16 From Donald Torres : Something old, feed the brain, build the brain 19:10:18 From Kathleen to All panelists : New: Not Yet=Path into the future 19:10:48 From kevin labar to All panelists : Something old assumptions about “minority schools” Something new inner city students with highest test scores in the state, surprising: improvements with massive federal programs 19:10:51 From Kathleen to All panelists : Surprising: Amount of Impact 19:10:52 From Kevin Barnett : Teaching about the brain to 4th grade students in the first quarter of the year helped my students understand how the brain works and how struggle and challenge was building connections helping them get through the rest of the year. 19:10:58 From Kara Abel : old- Students shut down or get discourage/give up when faced with failure after failure New: The math game rewarding effort - so cool! Surprising - the impressive gains in a year’s time for growth mindset classrooms 19:11:04 From Barbara : Surprising: that kids in a Native American school were able to outscore the affluent Seattle schools in one year. 19:11:08 From Valerie Johnson to All panelists : Something old - anyone can change one’s mindset Something new - fixed mindset - intelligence up for challenge Something surprising - equality can be part of yet - raised test scores. 19:11:12 From Rita Short to All panelists : Old / cheat after failing a test. New / using the term “not yet,” relying on an external reward. Surprising / Praise the process 19:11:24 From Donald Torres : Surprising-the short period of time for the scores to soar 19:11:33 From kelli tallman : Something old the idea of Praise the intelligence of a child. Something I felt was a new mind set is the ability to be built. I like the idea of focusing on abilities. This concept has been around for quit sometime they just relax it differentiation. What was surprising was the focus on the word “YET,” in regards to confidence. 19:11:36 From Christi N. : Old - grades all that matters 19:11:57 From Valerie Johnson : Something old - anyone can change one’s mindset
Something new - fixed mindset - intelligence up for challenge 
Something surprising - equality can be part of yet - raised test scores. 19:12:02 From kelli tallman : Relax but to relab 19:12:13 From kelli tallman : relabel 19:12:13 From Sandra Slade : Old: Students who have a fixed mindset give up. 19:12:26 From Donald Torres : Newish-praising the process 19:12:33 From Tara Anderson : New 19:12:54 From Tara Anderson : Having retype this, copy and paste not working. 19:13:03 From William : Old: Fixed and growth mindset discussions; New: the concept of "not yet." I would like to see more of that Chicago school in action; Surprising: the Harlem kindergarten scoring in the 95th percentile. Once again, I would like to see more video, articles, etc. of the three schools she mentioned in her Ted talk. 19:13:05 From jjenson to All panelists : We have seen improvements in our school after implementing the Growth Mindset philosophy. 19:13:16 From Sandra Slade : New: The amount of activity the brain diagram showed comparing fixed to growth mindsets. 19:13:37 From pam to All panelists : new(ish): praise process not product 19:13:57 From Christi N. : New - when out of your comfort zone, learning takes place; Surprising - the growth made in short amount of time 19:14:10 From jjenson to All panelists : Some of we older teachers think we are quite growth mindset, but really have to look hard at ourselves that we are indeed fixed mindset more than we realize. 19:14:15 From Valerie Johnson : Math-Whizz program changed the “Don’t Know” button during assessment into a “Don’t Know Yet” button. 19:14:27 From Sandra Slade : Surprising: The outstanding success of the poor districts who developed a growth mindset. 19:15:01 From Tara Anderson : New-The phrasing and presentation of the ideas were new- not yet, etc. Old-I knew that educational institutions are attempting to have growth mindsets in order to encourage achievement. 19:18:22 From Tara Anderson : In response to the video- I was a little frustrated with the statement that employers see employees needing/ expecting an award, which is a stereotype often put on my generation, when the psychology is more along the lines of a need for an acknowledgment that we are doing what we are supposed to in our jobs. 19:20:01 From lisa.peterson : Wow- I am learning all about this on my NOOM diet program 19:20:06 From Kathleen to All panelists : These work well with the math practice standards 19:20:54 From lisa.peterson : Exactly! 19:21:33 From Kathleen : I also think it works well in culturally responsive practices as well. 19:24:25 From Rita Short to All panelists : Sharing when I make mistakes, establishing it as acceptable in my classroom. Acknowledging that their effort & how they use their tools are more important than if they get the right answer. 19:24:29 From kelli tallman : I stopped praising for intelligences with students as well as with children out side of school. 19:24:31 From bais_ashley to All panelists : The way I redirect questions and respond to my students. Instead of saying yes or no to students, I offer “recheck yourself” questioning techniques, asking my students to expand their thinking or alter it. 19:24:31 From lisa.peterson : I reward effort with treats and usually, all the kids will put in effort to get the treats the next day 19:24:31 From Valerie Johnson : My students are so trained that when I student. says something such as “I can’t do it!” Other students pop off “Yet!” 19:24:36 From Stephanie Richardson : I have a number talk time at the beginning of class where students can share their ideas for how to solve a problem. We discuss that there’s no one right way to solve it, and when mistakes are made, we celebrate them. 19:24:40 From Carleen Ulbrich : Through quotes, mini lessons, posters. 19:24:40 From lvaughn : Test/Homework Corrections, Praising effort not grades 19:24:43 From Amy Hughes : Having students share different ways to describe or solve a problem 19:24:54 From William : I continually question my students: 19:24:55 From teacher : request to retest - I allow students to review and practice test problems they missed and then work similar problems for an increase other test score. 19:24:56 From Christian : I make conscious efforts to praise effort. 19:25:06 From Donald Torres : Praising the process 19:25:07 From Kim : We talk about mistakes are expected! Even ms Kim makes mistakes 19:25:07 From Kathleen : Less emphasis on “answer” and more on strategies 19:25:09 From William : Why is it okay to make mistakes? 19:25:11 From Nina : process praise-look at you, that was so hard but you were able to work through your frustration! "I can't do it!.... but you can try!!! 19:25:11 From chavez_jennifer@asdk12.org : praising mistakes as being a great way to learn, showing that i make mistakes too 19:25:13 From chris conder : having students correct their own papers 19:25:13 From RACHELLE SHREVE : using "non-examples" on the board as just as valuable as "correct" examples 19:25:14 From Molly Reggiani : praise effort, encourage persistence, give them a strategy clue so that they can keep trying. 19:25:14 From somalley : Students can come up and share how they solved a problem, and others can show something different 19:25:16 From Lydia Zeisel : We write all answers on the board that students get on a problem we work on. Then discuss how they got their answer and talk through thinking and how to fix what they got wrong. They learn from each other. 19:25:16 From Sandra Slade : Encouraging the effort. 19:25:17 From Laura : Class dojo Big Ideas videos and discussions 19:25:17 From klarson : I am working on praising effort. 19:25:22 From Kevin Barnett : Making a list of things (students) like about themselves; giving themselves compliments. 19:25:23 From Angela Hayden to All panelists : I have a quote on my wall that i refer to often that says mistakes are welcome, quitting is not. 19:25:24 From Kathryn C : Talking about mistakes and how we should love them and grow from them 19:25:27 From tommy : Giving too much partial credit for showing work and explaining thinking, giving extra credit for students catching my mistakes 19:25:32 From Pam Wells : In kindergarten the students explain how they figured out how many. They all have different ways of looking at the puzzle and all are great. 19:25:34 From kevin labar to All panelists : I make mistakes, not always intentional, to show it’s OK and that we all learn from my mistakes. 19:25:35 From jjenson to All panelists : Kids will sometimes say that it’s too hard before they have even started and be asking for help. I tell them that I can’t help them until I have seen them try. I remind them that they can’t say “can’” until they have really given them a try. 19:25:39 From William : Praise effort 19:25:48 From somalley : Giving raffle tickets to kids that attempt a daily challenge, even if it's not correct 19:25:56 From Tate Gooden : Science/Math Projects that focus on the process with many mistakes and changes that bring forth new ideas, new ways of thinking. 19:25:57 From Scott Roleff : Focusing on the thought process and actively looking for and acknowledging use of prior knowledge 19:25:57 From Christy Roe : We do a lot of strategy comparison in class and discuss efficient ways to solve problems. 19:25:58 From Kara Abel to All panelists : Verbalized to students that they don’t know it yet. praising efforts 19:25:59 From Donald Torres : Changing the mindset that they are not good at something, because my parent or, parents did poorly 19:26:02 From lvaughn : Homework board where they get stars for effort not for the grade and they can cash them in for prizes. 19:26:05 From Barbara : We worked as a class on Math Counts problems, which were tough for everyone, and the group laughed as they got more difficult and worked hard to solve the puzzles as a group. 19:26:47 From Kara Abel to All panelists : Encouraging the correction - valuing their effort to seek the answer not just allow it to be wrong. 19:26:52 From Christian : I get embraced daily! 19:26:56 From jjenson to All panelists : I have had students tell me that when they make a mistake, they will on their own say, “I need to work on that". 19:27:01 From lisa.peterson : I sometimes say the wrong thing and allow students to correct me collectively- they get such a kick out of being right over me 19:27:05 From Kara Abel to All panelists : definitely show them my mistakes. 😂 19:27:07 From Christina Webster : Praising a student who tried to answer something incorrectly in front of the class 19:27:11 From Christi N. : Give praise for making mistakes and sticking with the problem, talk through it. 19:27:20 From kevin labar to All panelists : Letting students know that their is usually more than one correct answer 19:27:36 From Tara Anderson : When tutoring or helping students, I praise their effort and directly praise what strategies they did to complete the task, and are specific about what they get right. If they make mistakes, I encourage them to keep going and praise what strategies they did that led them in the right direction. 19:27:51 From Kathleen : My kiddos know “the look” that means I have made a mistake 19:28:04 From tommy : Sometimes, though only in the right class, not pre-solving a problem so students can see me work through the process and being willing to get stuck 19:29:55 From Lindsey to All panelists : my internet will not stop glitching i will have to watch the recording 19:30:09 From Lindsey to All panelists : thank you for this class 19:30:46 From Stutzer : Wow I love that idea! 19:30:53 From tommy : I love this idea 19:30:59 From jjenson to All panelists : I like that 19:31:32 From somalley : This is brilliant!!! 19:31:41 From Julie Weber : I wish I could do this with my kids, tomorrow!!! 19:37:33 From somalley : My students don't have internet, so I have to call them each every couple of days to conference. When I call to ask them to share some of their work with me, I can start by asking them problems that I KNOW they will have been able to do well, before asking them to tell me about a more difficult problem. They can begin by feeling really successful. Or I can begin by asking them to share one problem that they thought they did easily and then share one problem that seemed hard for them, and that way they also know that everyone will have that hard problem, and they aren't the only ones. I like being able to work one on one with them actually on one problem over the phone. 19:38:38 From Christina Webster : Notice the little things, i.e. I saw you logged on today, thank you for getting on even if for just a little bit. 19:38:50 From kevin labar to All panelists : I had students build a brain hat that taught some basic physiology of the brain 19:38:53 From Kathryn C : I’ve just been trying to encourage hard work and encourage them to try something new or learn something new that they can teach me 19:38:56 From Pam Wells : I have been hesitating to teach something new with my students. I think I will start a new skill. Give them something new to grapple with. Then rewarding their efforts. 19:38:56 From kelly.kemper : A facebook page with encouraging short little videos. 19:38:58 From Stephanie Richardson : We have a daily check-in form. We could include a process question, or a question where students share their “best” mistake that helped them learn something new 19:39:02 From Kathleen : I think you can look more at process than product. So maybe give them the “answer” and have them share methods and thinking process. 19:39:03 From Barbara : Use the You Cubed Week of Inspirational math lessons. Jo Boaler’s already done the work for me! 19:39:04 From Rita Short to All panelists : Encourage students to stimulate their brains every day because it WILL make an impact! They may think this time away from school doesn’t matter, but we CAN see growth at home. Talking with their parents too, and encourage them to share not only the good things about their student but their struggles because that helps them grow too! 19:39:04 From Christy Roe : I think adding in some reflection pieces about points that they struggled with could help cultivate a growth mindset. Being able to communicate where you were having trouble and why is the first step to figuring out your mistake. 19:39:19 From tommy : Perhaps start with some non examples? Maybe do a nonexample spider web? 19:39:22 From Nina : same situation no wifi with more than half of my students, all done through phone calls. Talk about something you enjoyed and felt successful then something that you struggled with. Setting up a measurable personal goal with their input that we can look at when I call to see progress 19:39:25 From bais_ashley to All panelists : Giving them opportunities where failure is not an option, like an OPTIONAL scavenger hunt or asking them open-ended questions like “What do you wonder about?" 19:39:26 From William : I contact my students each week. I cannot collect, nor grade the work. A few students are diligently working on their math. I speak to them in ways that encourages them to engage in a growth mindset way. 19:39:29 From Carleen Ulbrich : Show this video! Instill the word, “yet.” Focus on effort. 19:39:34 From lisa.peterson : Give students a creative presentation project that is related to the subject taught but allows for a great deal of creativity. Of course, a Rubric would need to be used and pictures should be on every slide 19:39:36 From klarson : I am praising the students for attempting the homework, our sessions online are about asking questions, and encourage participation while going over problems even if they make a mistake. 19:39:44 From Andrew Gillilan : You have to praise the small beginning steps to get them going again 19:40:06 From Valerie Johnson : Be there for them and continue to encourage that learning can happen. 19:40:06 From Kim : My time with students now is very limited. We are doing zoom phone calls and only about 2/3 of my students. We are doing mental math so maybe if they can explain how the completed the mental math problem. 19:40:10 From kelli tallman : Inform your students that they have the ability to do well in any subjects. Their brain grows as the practice, that it even grows as they do mistakes. Mistake are good the build experiences and build brain power. Provide info about the brain will help student gasp a better understanding of how to build Brian power. 19:40:11 From teacher : I like the idea of reflection papers so they can think of their struggle and how they feel about it 19:40:11 From Amy Hughes : I have the students research accidental inventions. mistakes or non-examples that were super successful 19:40:12 From Molly Reggiani : give them an open ended scenario and asking them to come up with math questions they could ask so not one same, correct answer. Also encourage a challenge option to be able to praise effort 19:40:16 From Christian : This is very difficult because only 7 of my 60 or so students are able to get online for my classes. The good this is that I am able to have one-on-one sessions with most of them and I can definitely praise the effort. 19:40:31 From Nina : my kids are littles so it's encouraging growth mindset with the parents also. 19:40:32 From Scott Roleff : Adding encouraging comments that acknowledge their effort. Allowing retakes 19:40:50 From Laura : Share the videos from YouCubed! Provide feedback to let them know I am seeing their efforts to keep learning 19:41:07 From jjenson to All panelists : My challenge is that 4 yr olds don’t really talk on the phone. I can hear their parents in the back ground,”come on, talk”. 19:41:18 From kelli tallman : A daily problem that could have more than one way of completing it. Giving the opportunity for students to share. 19:41:51 From Tara Anderson : I am working on sharing the code.org code breaks to make learning fun. My SPED teacher is having us check in with students to see how they are doing and encourage them. 19:42:16 From Christi N. : We just started our remote learning today. I'm excited to be able to put some of these ideas into motion starting tomorrow. We don't have internet, so I like the idea of calling them each day and asking them all these great questions and have them talk through their work. 19:42:45 From Julie Weber : I have written letters 19:42:59 From kelli tallman : Conference calls help with keeping relationships in tack. 19:43:29 From Melissa Crane : Resource Page https://asdn.org/webinar-resource-page-combating-learned-helplessness-in-the-math-classroom-spring-2020/ 19:44:37 From kevin labar : At 60 I created my first Facebook page with the help of some younger co-workers.Had my first Facebook conversation with a student just before signing on here. 19:44:43 From Bobbi Jo Erb : Back at 4:54 to share a thought, a question, and an epiphany 19:45:38 From Bobbi Jo Erb : I LOVE that, Kevin! It brings a smile to my face. 19:54:21 From Stutzer : I like the idea of starting off the first month with easier questions to help build their confidence before ramping it up. I worry about the students in the class that find it too easy and get bored though! 19:54:38 From Christian : Thought - I find myself using “coping model” thoughts in class all the time, such as, “right now, this problem might get hard for me,” or “now is when I better check to make sure that I applied ‘this rule’ correctly.” 19:55:01 From tommy : How did you know that I’m only capable of one thought? 19:55:07 From Pam Wells : Peer models who work through mistakes was a great idea. 19:55:20 From Stephanie Richardson : Thought - Peer work is important 19:55:24 From Valerie Johnson : Thought - I think there is a balane here. “Foster a co-operative social environment, rather than a competitive atmosphere. “ 19:55:28 From Christina Webster : Thought-Our attitude and perception directly reflect how our students perceive a task. 19:55:28 From Nina : verbalise math problem first! It seems like such a simple idea but brilliant 19:55:33 From Andrew Gillilan : I have definitely misused the “mastery” model over the coping model and now I see why it wasn’t very successful 19:55:36 From Kim : thought. I have a student that often has physical symptoms of anxiety. I hadn’t thought of that before. 19:55:39 From teacher : I need to pay more attention to developing higher self-efficacies with my students 19:55:42 From lvaughn : Thought- Students working with us to plan their learning…. Super important for efficacy 19:55:45 From somalley : Peer models as opposed to mastery models is really important 19:55:45 From chavez_jennifer@asdk12.org : I need to incoporate more peer modeling… I don’t do it very often 19:55:51 From jjenson to All panelists : Giving students problems that they can experience success to build off encourages their motivation and self confidence. 19:55:52 From Amy Hughes : I never really thought about my own self efficacy affecting the students 19:55:52 From RACHELLE SHREVE : I really learned from the "coping" model vs the "mastery" model. 19:56:06 From Molly Reggiani : Peer modeling—students see themselves more like a coping model than a mastery model 19:56:07 From Christy Roe : I agree Nina, verbalizing problems is such a great strategy! I myself do this when I’m trying to solve difficult problems 19:56:07 From bais_ashley to All panelists : The value of person interaction, especially with peers 19:56:09 From Laura : thought- how we set up task is so important 19:56:14 From lisa.peterson : Thought: It is difficult, but not impossible, to re-train students that are coming from bad mind places, ie. Previous teachers, family members, an administrator that is not on board. We must re-wire students brains for our classrooms 19:56:16 From Carleen Ulbrich : In Math Whizz I notice kids trying to skip the lessons they think are hard, they log in, then out, then in, then out . .. they finally get that the computer knows what they are trying to do! Some avoid that which challenges them. 19:56:17 From kevin labar : Are questions with “multiple possible correct answers” counterintuitive to the way we think about math? 19:56:18 From William : Thought-I wish my students were still in school. I saw self-efficacy starting to take hold in some. I'll miss the 8th graders. I teach 6-8, so this year's 8th graders should go on to high school. 19:56:22 From tommy : Thought—The questions at the end of the period seems very productive 19:56:27 From Susan Smith : I have already had kids make mistakes on the board on purpose to see if their peers can catch them…sometimes yes, sometimes no. Having peer teaching definitely makes sense, as often kids see things way differently than we do (mainly because these skills were learned A LOOOONG time ago for us!) 19:56:29 From chris conder : i thought number 5 give daily problem solving opportunity to build confidence 19:56:38 From Angela Hayden to All panelists : I feel like this article circles back to what we talked about in an earlier webinar about students needing ‘training wheels’ to help build self-efficacy 19:56:44 From Tara Anderson : This article has much advanced psychology language. I was considering how to explain these concepts to students in a way that was at their learning level. 19:56:49 From Tate Gooden : Support students’ affirmation. Help build their identity. If they don’t know who they are and where they are from, they’ll never figure out where they are going. Performance will come later 19:57:27 From somalley : sharing times that I have overcome setbacks is something I've done and kids love hearing these stories 19:57:29 From Rita Short to All panelists : Thoughts / Look for peers that would be good models who struggle but eventually come to realize they can do it or use their tools well 19:58:02 From Christi N. : Setting high expectations has always been important to me but I didn't realize how much more there is to it. 19:58:10 From kevin labar : How do we encourage transfer learning with remote teaching where it is need the most? 19:58:16 From Kevin Barnett : My students like to be able to correct the teacher. To model a coping model, students get the chance to correct the teacher and that makes them feel less alone in their own difficulties with new and challenging concepts and processes. 19:58:22 From kelli tallman : I can appreciate Peer modeling and encourage student to model. I believe it can benefit the other students but it reinforces the information gained to go into their memory. 19:58:41 From kelli tallman : The Peer that is modeling 19:58:46 From Tara Anderson : Thoughts- This seems to be a balance between self-esteem vs. an understanding of what a student is capable of. 19:58:46 From jjenson to All panelists : I agree Kelli 19:58:48 From Barbara : I feel like some of these strategies should be done every day, but others can only be done occasionally. It’s a lot of different things to manage to fit into a tight schedule. 19:59:43 From Scott Roleff : As the tech coordinator for our school, I have witnessed a degree of panic, confusion, and hopelessness when teachers were switched to an online curriculum. They were faced with tech challenges that made (and are still making) many of them highly uncomfortable. Those that are the most concerned exhibit a high degree of learned helplessness. My Epiphany: Teachers are just like students! I spend a lot of time showing them that they really do know more than they think they know. 19:59:47 From Angela Hayden to All panelists : Is #6 saying students look to other areas of their life to find self-confidence in order to build self-efficacy in other areas? 19:59:52 From somalley : How to teach self verbalization to kids that barely speak English? 20:00:05 From Tara Anderson : Maybe a more reasoned development of self-confidence. 20:00:20 From Christina Webster : How to get students to take their goals seriously (I struggle getting my middle schoolers to do this)? 20:00:22 From tommy : What are some examples of non-difficult but non-routine problems? 20:00:31 From Stephanie Richardson : Knowing that the best peer models are coping models, how to we foster coping models for our students who are mastery models…besides being that for them as the teacher? 20:00:33 From Lydia Zeisel : I agree with Scott. That was me. I saw my learned helplessness and it helps me understand my students. 20:00:35 From Christian : Question - I teach students at 11 remote sites. Some sites clearly have groups of students with higher levels of self-efficacy than others. How can I get the students with the self-efficacy to model it for the students without it? 20:00:44 From lvaughn : Some of this is fairly easy to incorporate, but the more in-depth processes take time… How do I balance this with the Curriculum that the District requires me to teach? 20:00:46 From kelli tallman : What is an example of a specific goal you would give a student? 20:00:52 From lvaughn : to somalley, 20:00:54 From Christy Roe : What are the best “bang for your buck” ways for teachers to increase their self-efficacy? 20:00:56 From Rita Short to All panelists : Question / How can I make sure each student has daily problem solving opportunities? 20:01:35 From jjenson to All panelists : How do you get 4 year olds to really set goals, I’m not sure they really understand the concept. 20:01:38 From Susan Smith : My question is how do you get kids to turn in work when they are all sequestered and refuse to even leave a packet on their porch or driveway. Then they want more work…I can’t give new work if they don’t show me their old work…Most people here do not have internet... 20:01:41 From lvaughn : Somalley, if you have ESL kids if they can self-verbalize in their own language that can help them as well so they aren’t trying to overcome both an language as well as a math problem. 20:01:44 From William : I have a few students who should be in a special ed class, but have been taken out. How best can I instill self efficacy in them in spite of the obstacles they face? 20:01:52 From lisa.peterson : Question: True, this is about teachers’ own self-efficacy is very important, but because of the nature of our occupations, sometimes we are beaten down. How do we get administrators to apply some of these principles to how they treat their teachers? 20:01:53 From Andrew Gillilan : How do I raise teacher’s/principal’s self-efficacy in relation to testing success after so many years of low scores and our 2nd cancelled State test in 5 years? 20:02:14 From kevin labar : How do we provide “opportunities to respond” (related to daily problem solving when students are no longer in the classroom? 20:02:24 From Barbara : The only “technique” listed for helping students achieve success is self-verbalization. I would like the author to give more, specific, examples. 20:03:01 From Kevin Barnett : How can we keep our difficulties with limited fluency in more advanced material from seeping into our students’ confidence that they can master those concepts? 20:03:31 From Kevin Barnett : even the teacher’s 20:04:20 From lisa.peterson : Epiphany: The best peer models in the class are not the students that are ALWAYS academically successful. 20:04:34 From klarson : Agree! 20:04:35 From teacher : - peer modeling – find a kid who can demonstrate coping strategies as a model – not the master thinker 20:04:38 From Susan Smith : a geometry teacher i knew just gave kids a multiplication table to sue since he didn’t have time to del ith tat for 10th graders. He knew we elementary teachers taught it but people do not study in elem either! 20:04:44 From Stephanie Richardson : Epiphany - Lisa, that was mine too! 20:04:51 From tommy : The daily problem-solving. 20:04:53 From Susan Smith : sorry about my typos… 20:04:59 From Christi N. : Most useful efficacy judgment is slightly overestimating what they can achieve. 20:05:00 From lisa.peterson : Great minds thing alike, Stephanie! 20:05:00 From Rita Short to All panelists : Teach students to expect mistakes! 20:05:01 From William : Epiphany-Students learn from each other, mistakes and all. 20:05:02 From somalley : The teacher's self efficacy influences a student's self efficacy beliefs. I really need to check myself!! 20:05:07 From Sandra Slade : Since peer modeling is more effective than teacher modeling, the students should be the teacher. 20:05:08 From Pam Wells : Teacher setting a goal lets the student know that you believe in them. 20:05:11 From Nina : that a teacher setting up goals not just students is still very important, though student set up goals are more satisfying 20:05:12 From Kim : Taking a goal and breaking it down as a class into smaller steps. Not a new idea just a reminder. 20:05:15 From Carleen Ulbrich : Teachers setting goals for kids are equally as important as kids setting their own goals. I always go back and forth with this.. .. not knowing which is the best way. 20:05:20 From lvaughn : Without feedback approaches that have multiple strategies can cause student confusion rather than efficacy. 20:05:34 From Christy Roe : the peer modeling was an epiphany for me- I hadn’t considered that before 20:05:42 From Tara Anderson : Barbara, they seemed to mention scaffolding techniques like giving more time and deconstructing tasks. 20:05:42 From kelly.kemper : More student led 20:05:45 From Barbara : I had never thought about how problems with multiple solutions could actually create confusion rather than efficacy. Make sure the teacher clarifies and explains! 20:06:06 From Barbara : Thanks, Tara 20:06:11 From Julie Weber : Focus on effort and strategies in attributing the reason for sucess 20:06:14 From Christian : I’m down with that! The “mastery model” students are not the best to pick. A student with mid-level skills who are brave enough to show what they know can help other kids think “ok, Billy tried it and survived, so maybe I could, too.” 20:06:36 From jjenson to All panelists : I think peer modeling, I do some, but really should do more and giving lower performing students a task that they can experience success up in front of the class. 20:06:42 From Darleia Caldwell : I’ve used peer modeling, and talking about it, student helping explain. :) I teach second and third grade, and so the third graders sometimes will be listened to easier when others get frustrated 20:06:49 From kevin labar : No opt out is a great way to overcome adolescent shyness towards peer modeling 20:10:46 From William : Teacher turnover is constant battle in rural Alaska. 20:11:20 From lisa.peterson : William you are so right, but why is there so much turnover? 20:11:45 From William : Lisa--fyi--Jeff and Mary have left the district. 20:12:29 From Nina : I have one student who is super smart, and felt like she was the smartest. Showing other students success made her begin to respect that though she may be fastest math is flexible, and all have some creative ways to think outside of the box 20:12:31 From lisa.peterson : I heard.. 20:12:40 From Nina : we have a word problem every day that we share 20:13:26 From Tara Anderson : Due to teacher turnover in rural AK, class/ student cohesiveness might be more important. 20:14:33 From Kathleen : I think you can build routines around that 20:14:57 From Stephanie Richardson : I’ve been thinking about this a lot the past few weeks. 20:15:02 From Kevin Barnett : in the multigrade classroom, I find it difficult to get students working together. The best I can do is to pair strong students with weaker students with the mantra, “the best way to learn something is to teach it!” 20:15:05 From Kathleen : If your district uses Bridges….the number corner is all this 20:15:38 From tommy : Student-generated algorithms, perhaps put into posters 20:15:38 From kelli tallman : I Agee Kevin that is where peer modeling comes in. 20:15:50 From Susan Smith : Stop giving kids answers! Make them figure it out in their groups, through questions they need to consider. 20:15:50 From Donald Torres : Love number corner! 20:16:21 From somalley : I love number corner too!!! 20:16:33 From Kathleen : Even using sentence stems to help them 20:16:58 From tommy : Also having students pick variables in our equations, like “Should we use d or x for position?” 20:17:23 From Nina : kevin in a multigrade classroom-word problems are great because every child doesn't matter what grade can solve the problem a different way and show it to someone else. I have Kindergartners teaching others quite a bit? 20:17:40 From Donald Torres : I have Number Corner up for April, thank you, Kathleen! 20:18:11 From lisa.peterson : Wait was A 20:18:20 From lisa.peterson : What was A- I mean 20:18:22 From Julie Weber : Achievement 20:18:29 From lisa.peterson : Thanks, Julie 20:20:03 From teacher : Kagan’s communication chips 20:20:11 From lisa.peterson : During this time, communication is the key 20:20:27 From Christina Webster : Giving student adequate time on our live chats to talk amongst each other instead of just with us or us typically leading 20:20:27 From Kevin Barnett : daily journal and then allowing sharing 20:20:29 From Christian : With kids scattered to the wind, it might be helpful to have an online discussion board. 20:20:33 From Donald Torres : Love, Kagan! 20:20:33 From somalley : morning meetings in which kids mingle and then partner up with someone and they each answer a question that I pose. Then they walk around and get a new partner! 20:20:43 From Stephanie Richardson : I have Google Classroom, and I would like to utilize the question capabilities there to have students share ideas and discuss answers. I think I would need to model how to do that, probably with my coteacher 20:21:01 From somalley : OH-my mistake - I answered what I DO now 20:21:03 From Kim : model it !! Maybe include it in our morning meeting time once a week. 20:21:04 From Pam Wells : Sharing their work 20:21:04 From William : I ask questions, one on one, when I FaceTime individual students. 20:21:06 From chavez_jennifer@asdk12.org : I like to have students pair and share and explain what strategies they used to solve a problem 20:21:09 From Carleen Ulbrich : It is really hard with zoom meetings and 31 kids! google classroom chats 20:21:12 From Kathleen : Shared white board on zoom 20:21:14 From RACHELLE SHREVE : assigned group"conversation roles"- they have a specific job to do like, clarifyer 20:21:19 From klarson : Work problems together as a group during online class. 20:21:22 From Kathleen : Also you can set rooms 20:21:25 From Valerie Johnson : Promote helping each other in Google Classroom 20:21:28 From Kara Abel to All panelists : Currently live chats or response questions that allow them to communicate. Flipgrid is another fun option! 20:21:28 From kelli tallman : Have the students write a question on a piece of paper and then place them in a bag. Students then pull a question out and try to answer. If they can’t a different student can try and answer. 20:21:37 From Kevin Barnett : someone always wants to share and if there is an unthreatening share time everyone will be more willing to share. 20:21:46 From Darleia Caldwell : In the classroom during number corner and investigations we share a lot with each other, 20:21:58 From kelli tallman : Can’t pull their own questions. 20:21:59 From Tara Anderson : Online discussion board with set agreed upon rules for discourse- no putdowns, insults, etc. Encouraging words of positivity to each other. 20:22:10 From Julie Weber : Have partners talk and then have partner share what their partner said 20:22:13 From kevin labar : Our school is using Philosophy for Children weekly meeting that encourage students to share their opinions 20:22:15 From Rita Short to All panelists : sharing their strategy. I do a lot of counting & addition/subtraction work with my K-2 students. Maybe ask how did they arrive at that answer. Use 2-3 minutes at the end to share ideas and strategies. 20:22:25 From Barbara : Assign one problem to each group and have them work on it together. They should be problems that they can solve visually, by equation, rewrite in other words, act it out. Then have each person in the group present one of these strategies with the class. Every group will have a different problems. 20:22:29 From Rita Short to All panelists : Assign a partner to call! I love that idea 20:22:36 From Laura : schedule in smaller groups 20:23:05 From Tara Anderson : Especially encouraging each other to keep working at hard problems and difficult assignments. 20:23:06 From jjenson to All panelists : Partner share. 20:23:22 From Christi N. : I use that same technique, Julie 20:26:22 From Julie Weber : I love that strategy, Christi 20:27:09 From Julie Weber : I asked my kids today how their first day of remote learning went. I asked them to tell me how they liked it. I asked what they would like me to change. They said, Let us come to school and learn:) 20:28:13 From bais_ashley to All panelists : There is a silver lining behind all of this. I think they’ll appreciate class/classrooms now 20:29:27 From kelli tallman : Kind-of like our options 20:29:37 From Tara Anderson : As a high school student and then college student, understanding what learning environment was best for me enabled me to a more independent learner, who could handle learning without direct adult influence. 20:31:25 From Stephanie Richardson : I’ve used playlists extensively in my class. It’s a great way to keep reluctant students moving. You don’t even need to have different choices on it - they can just choose what they want to work on first. 20:31:50 From Kim : Different fluency math games play different one daily 20:32:03 From lvaughn : Send out a survey or “Math Choice Board” where they can rank the types of assignments/activites that they like from least to greatest... 20:32:04 From Barbara : I’ve tried having a choice “dice” that students can roll. 20:32:06 From Christina Webster : Weekly checklist, they choose when and what to work on. 20:32:07 From Carleen Ulbrich : Mini Society is all about choice and classroom discussions. 20:32:09 From Kathryn C : I have a couple of different tasks students can do to show me their learning based off of our learning goals for the day 20:32:14 From tommy : I can start off with giving them a choice of a book assignment, a khan acad assignment or a Kuta ws 20:32:20 From kelli tallman : Fist I like the idea of getting feed back. That is what I’m going to focus on and build on from there. I do like Students Choice board. 20:32:22 From jjenson to All panelists : They can choose which math app they want to work on with their iPad. 20:32:22 From William : I have been mandated to make copies of review worksheets that will not be graded, nor will they come back to me. It is what it is. 20:32:24 From bais_ashley to All panelists : I like the idea of choice boards during math roatations 20:32:25 From klarson : I have different choices on assignments, a worksheet or online activity. 20:32:27 From Darleia Caldwell : I am sending home choice boards, and sending home need to do, and “may do” 20:32:27 From Lydia Zeisel : I like the idea of giving choice and putting them in zoom groups later in the week to discuss. 20:32:29 From Christi N. : I sent out Reading Challenge sheets and asked students to choose one from the sheet to do each day. 20:32:36 From Scott Roleff : I began offering different choices in assignments for students this year. They love it. 20:32:36 From Kathleen : I have built a padlet of resources for students to try. I am not in the classroom so I don’t have a specific group. 20:32:39 From Angela Hayden to All panelists : I could let my students journal about what they like about school at home, what they don’t like, and what they would like to see different? Give them more than one option for their assignments daily. 20:32:40 From chris conder : This may sound silly I let them pick the next day's background for me on Zoom 20:32:41 From Kara Abel : I have multiple ways for them to get the lesson - a video, my handwritten notes copied to digital classroom, or a live lesson with me 20:32:45 From teacher : I would like to use a menu for choices - basic facts appetizer, lesson entree, challenge for dessert 20:32:48 From Pam Wells : I am sending hard work rewards for students who are choosing to do the the online lessons. The reward pops up on class dojo. 20:32:50 From Carleen Ulbrich : cootie catchers with options 20:32:51 From Rita Short to All panelists : Order of tasks, time limit on each task. Maybe they spend shorter amount of time on harder tasks. Schedule for time in resource room. I have some students that have 2-3 days of support, they get to choose those days or times when they need extra help or a more quiet environment 20:32:55 From kelli tallman : Yes I like the menu idea 20:32:59 From Christian : Send home a variety of work. Ask them to pick what they want to work on. 20:33:02 From Julie Weber : A Weekly Checklist with Can Do/ Must Do, etc. 20:33:07 From Tara Anderson : Choice of what topics they can discuss that day. 20:33:22 From Julie Weber : I’ve also set up a google site with optional activities/video, for all subject areas 20:33:42 From William : Maybe. 20:33:47 From chavez_jennifer@asdk12.org : that’s a good idea 20:33:48 From somalley : Choice from a bingo board of writing prompts 20:33:55 From Pam Wells : I have them send me a picture of their work if they want. 20:33:55 From Andrew Gillilan : testing has a lot of built-in deadlines, but I encourage sites as much choice as possible on how they make those deadlines 20:34:02 From Laura : Must do/ may do choices 20:34:03 From kelli tallman : I sure do 20:34:06 From Tara Anderson : Like Geography- Egypt - food, culture, animals. 20:34:44 From bais_ashley to All panelists : Passion projects. Let them be the teachers 20:35:02 From Tara Anderson : Writing prompts- good idea! I do this with adult’s in writing workshops. 20:36:23 From Christy Roe : you’ve mentioned nctm a few times- right now they are offering free membership trials- worth it to check out if you aren’t a member. http://www.mmsend64.com/link.cfm?r=NiuDOEc5tJ9Pxdz2J9GTlQ~~&pe=WRWT4zxTnkk0v_OGLa_UsAWVIvFBpz1EO-J4V05LSKYJaJoeFFgk1C9hBzG8exla010y0Hen53d7mlxx8lfpNw~~&t=3f85URADXAWye_FrM5ki2Q~~ 20:36:25 From kelli tallman : Journals/diarys 20:36:28 From Laura : I think it is important to end on something positive with students 20:37:17 From William : Laura, I agree. 20:38:36 From Rita Short to All panelists : Bravo!! Such a great series. Thank you1 20:38:36 From Molly Reggiani : Thank you so much! 20:38:39 From tommy : Thank you!!!! 20:38:40 From Melissa Crane : Survey 4: https://www.surveymonkey.com/r/VHYTHX7