Say Yet
Say Yet
Embedded Files
Using the power of yet...
Improves growth mindset
Gives students a strategies to shift thinking
Creates a community of support
Implementation
Implementation
Overview
Introduce the Power of Yet derived from Carol Dweck's Growth Mindset
This can be done through read aloud "The Magical Yet", Carol Dweck's Ted Talk, or other digital resource.
Have a discussion and practice changing statements of "I can't do this" to "I can't do this...yet".
Converse with your class and challenge them to hold each other accountability by adding yet to a peer or teacher's vocabulary.
Core Components
Proactively taught and retaught
Used in support of student
Promoted throughout the learning environment
Followed by scaffolding
Proactive Implementation
Creating visuals, explicitly teaching, and modeling the use of yet is the proactive approach. Building this statement with context into the classroom environment takes intentional strategy.
Responsive Implementation
Responsively implementing "yet" typically stems from a discovery that students are demonstrating a fixed mindset. These signs may include negative self talk and a belief that intelligence is fixed. Building this responsively requires a team effort. Consistency is key.
Bucket fits
Bucket fits
Connection
If the need is connection then peer models may be the direction you wish to amplify. Having students support each other with prompts and reminders to struggle through the challenge fosters connections.
Skills Training
If the need is skill building then the use of explicit lessons on yet and model should be emphasized.
Awareness
If the need is awareness then kindly prompting students to rephrase fixed mindset statements in the moment builds awareness of their current mindset.
Emotional Regulation
If the need is regulation then yet may be an identifier on the need to use a coping or regulation strategy prior to returning to the task.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
ResourceS
ResourceS
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