This post is a bit of an update from a prior post of mine in which my attempt to foster a growth mindset through challenge majorly failed (to say the least).  Fast forward two chapters and my students and I have evolved.  After listening to their concerns, I changed my testing strategy.  I didn’t want to give up on the challenge, but I realized I had perhaps done too much too soon.  As a compromise I gave the students two options for the Chapter test:  [1] Take a standard test with fairly expected problems or [2] Complete an application-style test which consists of one large-scale real-life problem that would be different than anything they had seen but which would use the concepts taught in the chapter.  The carrot?  Option [2] would be completed in groups of 2-3 and have use of any and all resources (internet, books, notes, you name it).  Option [1] would be completed individually with limited resources (calculator and study guide).

Last chapter, when I first implemented this approach, 8 out of my 80+ Algebra 2 students went for the application style test.  Each of those students worked their tails off in the 45 minute period but all ultimately figured it out.  It was a small success!  This chapter, an amazing 23 students opted for the more challenging test, 11 being from my Period 4 class which had originally shown the most resistance to challenge and the idea that to truly grow one must struggle.  Again, it was a 45 minute period filled with sweat, hustle and adrenaline and again they all got to the end and correctly solved the problem.  This is remarkable considering that in this chapter, where we covered systems of equations and inequalities, I took my own risk and gave them a linear programming problem.  While related to systems of inequalities, I didn’t teach this method and these types of problems are complicated even when taught well.  It just goes to show that if we set our expectations high, our girls will rise to the challenge.

I feel like we’ve started a revolution in the Math Department and it’s so exciting.  When students make mistakes I celebrate and tell them, “your brain just grew!”  I regularly hear my students telling each other, “I believe in you!  You’ve got this!  Growth Mindset!”  While they are gently mocking me with these statements, I have to believe that some of these ideas are sinking in.  And now, I see them choosing challenge over predictability.  It’s awesome and exciting to be part of it.

Finally, I leave you with some encouraging feedback from a unit evaluation I gave immediately following today’s test.  Yes, I’m focusing on the positives (and no they weren’t all positive) but the balance of positive to negative comments is shifting and I’m riding that momentum: