Teachers, students, and parents testify powerfully about the effect of what happens when teachers bring "effort-based ability" into practice in their teaching.
Expectations: High-Expectations Teaching: "Real Studies, Real Results" - Webster Elementary School
Expectations: Persevere and Return: "Natural Resources" - Middle School Social Studies with commentary
When students make mistakes or answer half correctly, the responses of teachers can either result in confidence building and success or communicate debilitating messages about student ability. Here Ms. Moore shows an important pattern, Persevere and Return, in handling these situations for positive results. She also shows tenacity in eliciting a complete answer in academic language.
Expectations: Expectation Messages: "Hallway Conversations" - High School Mathematics
Just before class starts, certain teachers take advantage of being able to contact students in the hallway for expectations messages, personal relationship building, and coaching about the behaviors that will work best in class that day.
Expectations: Giving Help with Tenacity and Making Thinking Visible: "Rodolfo" - High School Mathematics
While giving extra help to Rodolfo, Mr. Herrmann sends positive expectations messages and simultaneously makes his thinking visible. The result is deep student understanding and relationship building too.
Feedback and Building Confidence That Mistakes Are Normal
This video shows Mr. Gilles giving individual feedback to students while they are doing class work in such a way as to convey high expectations and also belief in their ability.
Teaching Effective Effort: Motivational Structures
The motivational structures in place in Mr. VanKrey's Japanese class support and accelerate students' desire to learn effective effort strategies. These structures include weekly quizzes, student self-correction and record keeping of their results, self-reporting and self-assessment of study strategies, goal setting, and plans of action.
Teaching Effective Effort: Explicit Teaching of Strategies
Mr. VanKrey explicitly teaches his high school Japanese language students specific strategies to make their study time more productive. They self-evaluate how they are doing with them and self-report what they intend to do next.
Stimulating Effective Effort
Kelyn says:"I can't do it. Could you please call on her?" Mr. Hermann is not only expressing confidence in her ability in the following moments, but also using the power of the group to make sure everyone, especially Kelyn, can do it. Listen carefully to the expectations messages embedded in this brief two-minute interaction and the return visit he pays to their group five minutes later.
History of Intelligence 1: The Myth of the Bell Curve
The first section of this two-part presentation traces the history of the idea of intelligence as a fixed, innate, and deterministic characteristic. We challenge the bell curve view of ability and propose an "effort-based ability" model in its place. The consequences for students of these two views are surfaced.
History of Intelligence 2: The Myth of the Bell Curve
The second section of this presentation presents the consistent and persuasive evidence that the bell curve of fixed ability is incorrect and that "effort-based ability" is valid. The presentation explores the consequences for achievement and life experience of the view of ability one holds, and goes on to profile how teachers can influence this vital belief system of students.
Communicating "You Can Do It"
This video shows a teacher creating success and building confidence for a low-performing student. The clip and the downloadable scripts are designed as a focused and concrete professional develop activity for individual teachers or groups.