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Using The Phantom Tollbooth to Enhance Reading Instruction and Develop Growth Mindsets

Using The Phantom Tollbooth to Enhance Reading Instruction and Develop Growth Mindsets

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  • Participants will read a selection from the text to quickly judge its level of complexity.

Milos journey textcomplexity&mindsets Milos journey textcomplexity&mindsets Presentation Transcript

  • Milo’s Journey: Using The Phantom Tollbooth to Enhance Reading Instruction and Develop Growth Mindsets Presented by Betsey Kennedy-Olotka elizabeth.kennedy@cobbk12.org School Instructional Specialist Professional Learning Department http://childrensmindsets.wikispaces.com/
  • The Phantom Tollbooth by Norton Juster
  • What Makes The Phantom Tollbooth a Complex Text? Levels of meaning • • Literal vs. Abstract Figurative Language Structure • • • Consistency with genre Narrator Text Features and Graphics • • • • Lexile Level Word length Word frequency Sentence length *Typically measured by computers, particularly for longer texts Language Conventionality Knowledge demands • Vocabulary Reader variables: • Motivation • Knowledge • Experience The Phantom Tollbooth: 1000L Task variables: • Teacher-led tasks • Peer tasks • Individual tasks • Types of questions
  • Growth Mindset vs. Fixed Mindset • Growth Mindset – Believe that ability is changeable – Success is the result of effort – Smart is something you get, not something you are • Fixed Mindset – Believe that ability is set and unchangeable – Accomplishments are related to natural ability rather than effort or practice
  • Characteristics of Students with a Growth Mindset • Understand that even people with high levels of intelligence must put effort into their work • Welcome challenges and stick to difficult tasks • Find inspiration in the success of others • Reach higher levels of achievement
  • Characteristics of Students with a Fixed Mindset • Seek tasks that prove their intelligence and avoid tasks that do not • Little desire to learn • Intense interest in how they will be judged • Believe that effort is not necessary if you have natural ability
  • Problems Caused by a Fixed Mindset • Likely to decrease effort when faced with a challenge • Academic achievement decreases over time • Experience less fulfillment from learning • More likely to cheat
  • Teachers can help students to change their mindsets. (For better or for worse!) “You can swim all day in the Sea of Knowledge and still come out completely dry. Most people do.”
  • What’s a Teacher to Do? • Model a Growth Mindset • Find Examples • Emphasize Effort • Study the Brain
  • How Many Ways Are You Smart? Character Study Milo King Azaz Tock The Mathemagician The Humbug Milo
  • Ideas Tug-of-War Fixed Mindset Growth Mindset Success is the result of natural ability Success is the result of effort
  • Character Effort Tickets / Effort Awards Milo deserves this award because Milo deserves this award because Effort Award Tock deserves this award because Effort Award Effort Award The Humbug deserves this award because Effort Award Effort Award Tock deserves this award because Milo deserves this award because Tock deserves this award because Effort Award Effort Award Milo King Azaz deserves this award because Tock Mathemagician deserves this award because Effort Award Mathemagician deserves this award because King Azaz The Humbug Effort Award The princesses deserves this award because Effort Award The Mathemagician Milo Effort Award
  • Quote Gallery Walk Does this quote demonstrate a fixed or growth mindset? Growth Mindset • Believe that ability is changeable • Success is the result of effort Fixed Mindset • Seek tasks that prove their intelligence and avoid tasks that do not • Little desire to learn • Welcome challenges and stick to difficult tasks • Intense interest in how they will be judged • Find inspiration in the success of others • Believe that effort is not necessary if you have natural ability
  • References Atwood, J. R. (April, 2010). Mindset, motivation and metaphor in school and sport: Bifurcated beliefs and behavior in two different achievement domains. Paper presented at the meeting of the American Education Research Association, Denver, CO. Retrieved from http://www.eric.ed.gov/PDFS/ED509344.pdf Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. Retrieved from http://web.ebscohost.com/ehost/ pdfviewer/pdfviewer?vid=6&hid=9&sid=3805fb9b-c998-445f-8a5e-476c4db8b13a%40 sessionmgr13 Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House Publishing Group. Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=6&sid=4c0a8aa2-861c-482d-b223-1098ea72d9d5%40sessionmgr12 Dyer, H. (1969). Issues in Testing. Retrieved from http://www.eric.ed.gov/PDFS/ED053164.pdf Jacobson, M.D. (1999, April). I feel like I’m the dumbest in the class: Effort, persistence, and achievement motivation in the classroom. Paper presented at the meeting of the American Educational Research Association, Montreal. Retrieved from http://www.eric.ed.gov/PDFS/ED437415.pdf Santrock, J. W. (2008). Essentials of life-span development. Boston, MA: McGraw-Hill Higher Education.
  • “You’ll find,” he remarked gently, “that the only thing you can do easily is be wrong, and that's hardly worth the effort.” Presented by Betsey Kennedy-Olotka elizabeth.kennedy@cobbk12.org http://childrensmindsets.wikispaces.com