Embedded Files
Sudoku Task
Expose students to logical thinking and practice
Students reflected on steps and strategies
Students connected steps to Mathematical Practices
Perseverance Journals
First Math Practice: Make sense of problems and persevere in solving them.
Essential Question for Learning and Growth: What do you do when you don't know what to do?
Entry Process
Problem posted on board
Independent work for 2-3 min.
Decide next steps for success, work 2-3 more min.
Whole class discussion
Rate perseverance on rubric
Perseverance Rubric
Perseverance Journal Survey (Post- Jo Boaler Conference)
Feedback from students about their journals, best work, and goals
Included some Jo Boaler-inspired "Would you rather" questions to gain insight on their mindsets and perceptions about mathematical learning (score/grade vs. growth)
Stand-out Responses
"getting a B all year would improve my grade and make me feel smart" -8th grader, Math C
"I chose 'Great job, you're so smart.' because I probably didn't work hard (because I almost never study for math tests) and I didn't show that much growth, so both would be a lie, plus saying you're so smart would probably boast my self esteem." -8th grader, Math C
"I know that growth is what you're looking for, but in my household, if you get an F you need to really step it up and I have never gotten an F before so I would rather have straight B's than a C, D, or F, no matter how much growth it shows." -8th grader, Int 2
"I don't like being called smart. Lots of people will just do work with me because I'm 'smart.' I want to be recognized as someone that works hard and not someone that is really smart." -7th grader, Math C
*All HS students chose that they'd rather be told they made growth or worked hard; no one chose "you're so smart" as their preferred response.
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