“So what should we say when children complete a task—say, math problems—quickly and perfectly? Should we deny them the praise they have earned? Yes. When this happens, I say, “Whoops. I guess that was too easy. I apologize for wasting your time. Let’s do something you can really learn from!”
― Carol S. Dweck, Mindset: The New Psychology of Success
Language Matters
Being intentional with our language matters when working with students and teachers. Closely related to mindsets, language helps us to build our identity as learners. Through our language, we have an opportunity to shape, guide, and encourage others to meet their fullest potential. Language is a powerful tool.
Using Language to Develop Learners
![]() Choice Words: How Our Language Affects
Children's Learning by Peter H. Johnston (2004) In chapter one of Choice words, we learn more about adopting the language of influence in teaching. Using intentional language helps students to develop their sense of autonomy as learners. Ritchhart believes Students need to begin to see themselves as authors, poets, mathematicians, scientists, and experts in their fields of study. In subsequent chapters, students participate in language opportunities that reinforce who they are becoming as learners. Students need to believe they have what it takes to accomplish their goals.
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The Power of Language Resources
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Carol Dweck-A Study on Praise and Mindsets
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Carol Dweck-The Power of Yet
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Gradual Release of Responsibility
Build independent learners by systematically releasing students to interact with one another in authentic, academic tasks. As students engage with one another using the language of the teacher, their learning is reinforced and misconceptions are corrected as they become independent learners.
GRR Sample LessonsGrade 2: Small Group
Adding Money This example merges the gradual release of responsibility, growth mindset targets, and formative assessments. After identifying the learning targets for the day, students were given a sheet with four word problems. Students were progressively released to attempt the problems. Their performance on each task was monitored on the anecdotal notes form. This lesson was created to go with the Florida Center for Reading Research word work activities. FCRR has many pre-made, research based, reading activities that lend themselves well to small group or classroom Gradual Release of Responsibility.
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Focused ConversationsThe chart to the right shows how the cognitive load shifts from the teacher leader to the teacher in learning focused conversations depending on the conversation's purpose. To get there teams, students, and teachers may need guidance. As a teacher leader, being mindful that it is empowering for teachers to move toward the right side of the chart can help to release responsibility in conversations. The language should naturally shift from "I" to "we" to "you" as we are empowering teachers to carry the cognitive load of our conversation.
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The Shoulders We Stand On
“Language is, perhaps, the greatest tool humans possess; words- placed and delivered well-have laid the groundwork for every triumph we have experienced, |
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