Student Data Notebooks Developing Ownership, Motivation,

and a Growth Mindset

Tim Brown browncharl2@gmail.com • twitter @ctimbrown

! What are the essential components of a highly motivated and engaged classroom?

! What products are teams developing to help build student self-efficacy while answering critical questions of the PLC process?

! How do teachers use these products effectively and give students ownership in their own learning?

Essential Questions

A Growth Mindset Student

! CONFIDENCE! OPTIMISM: AN EXPECTATION OF

A POSITIVE RESULT! STRONG DESIRE TO SUCCEED! SELF ANALYSIS IN FAILURE! HIGH LEVEL OF EFFORT! RISK TAKING--STRETCHING

A Fixed Mindset Student

! PESSIMISM: EXPECTATION OF A NEGATIVE RESULT

! A SENSE OF FUTILITY, HOPELESSNESS, FATALISM

! WANING EFFORT! SELF CRITICISM IN FAILURE! DENIAL: COVER UP! FEAR OF RISK TAKING--

DEFENSIVENESS

browncharl2@gmail.com

5

Teachers would have more success if they addressed students’ low self-efficacy before trying to raise their achievement.

(Hattie, Visible Learning, 2009)

1.44 SD

Highest effective size in study of educational innovations

1.44 SDOver 2 to 3 years of growth

1.44 SDImproving the rate of learning by more than 50%

1.44 SD

More than 84% of students not receiving the innovation

Student Self-Reporting

Empowerment +

Engagement =

Ownership of Learning

Leader in Me Tabs

! All About Me! My Goals! My Multiplication Facts! My Learning

!Math!Reading!Writing

! My Victories

Theories About Goal Setting

! Read various theories about student goal setting.

! Share and discuss how these theories connect to classroom practices.

! How can each of us reinforce student goal setting.

Emotions Interest Importance Self-Efficacy• Use effective

pacing.• Incorporate

physical movement.

• Demonstrate intensity and enthusiasm.

• Use humor.• Build positive

teacher–student relationships.

• Use games.• Initiate friendly

controversy.• Present unusual

information.• Question to

increase response rates.

• Connect to students' lives.

• Connect to students’ ambitions.

• Encourage applying knowledge.

The belief in one’s ability to perform a task; probably the greatest factor!

• Students track and study progress.• Use effective verbal feedback.• Provide examples of self-efficacy.

Impacting Motivation and Self-EsteemThe Highly Engaged Classroom

(Marzano, Pickering, & Heflebower, 2010)

Can I Do This? The Research

“Self-efficacy has an effect size of .82 relative to students’ academic performance.

“This translates to an expected 29 percentile point gain.”

—Marzano, Pickering, & Heflebower, The Highly Engaged Classroom (2010)

1 2 3 4 5

! I help students set personal academic goals and track their own progress over time.

! I have students examine and reflect on their effort and preparation for assignments and assessments.

! I have students connect to their personal theories about learning.

! I avoid verbal feedback that could create a fixed mindset.

! I use stories and quotes to promote a growth mindset.

The Self-Efficacy Factor

Five Keys for Improving Assessment(Assessment Reform Group)

Adjusting teaching to take account of the results of assessment

The provision of effective feedback to students

A recognition of the profound influence assessment has on motivation and self-esteem

The need for students to be able to assess themselves and understand how to improve

The active involvement of students in their own learning

Research Findings

Study S.D. Gains Bloom (1984) 1.0 to 2.0*

Black and Wiliam (1998) .5 to 1.0**

Meisels et al. (2003) .7 to 1.5

Rodriguez (2004) .5 to 1.8**

* Rivals one-on-one tutorial instruction** Largest gains for low achievers

(Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2004)

“Self-assessment by pupils, far from being a luxury, is in fact, an essential component of formative assessment.”

—Black & Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,”

Phi Delta Kappan (October 1998)

Data Notebooks: Why Use Them?

! They formalize self-analysis and goal setting.

! They help teachers select appropriate resources, instructional design, and formative assessment strategies.

! They are a great tool for parent conferences.

Decline In Failures for the Year In 7th grade Social Studies:Use of Data Folders

3.750

7.813

11.875

15.938

20.000

2002-2003 2003-2004 2004-2005

F's

“Go visual with your data to help construct meaning, make sense, and prepare to engage in meaningful dialogue.”

—Love, Stiles, Mundry, & DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing

the Power of Collaborative Inquiry (2008)

Classroom Data Walls to Motivate

Classroom Data Walls to Motivate

Thank You for Being a Learner!