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High Expectations Teaching
How We Persuade Students to Believe and Act on "Smart Is Something You Can Get"

A Joint Publication with Learning Forward, Research for Better Teaching, and Phi Delta Kappa



© 2017 | 248 pages | Corwin

The myth of fixed intelligence debunked

For all the productive conversation around “mindsets,” what’s missing are the details of how to convince our discouraged and underperforming students that “smart is something you can get.” Until now. 

With the publication of High-Expectations Teaching, Jon Saphier reveals once and for all evidence that the bell curve of ability is plain wrong—that ability is something that can be grown significantly if we can first help students to believe in themselves. 

In drill-down detail, Saphier provides an instructional playbook for increasing student confidence and agency in the daily flow of classroom life:

  • Powerful  strategies for attribution retraining, organized around  50 Ways to Get Students to Believe in Themselves  
  • Concrete examples, scripts, and classroom structures and routines for empowering student agency and choice
  • Dozens of accompanying videos showing high-expectations strategies in action

All children in all schools, regardless of income or social class, will benefit from the strategies in this book. But for children of poverty and children of color, our proficiency with these skills is essential . . . in many ways life saving. Jon Saphier challenges us all—educators, students, and parents—to get started today.

About Jon Saphier

The author of nine books, including The Skillful Teacher, Jon Saphier is founder and president of Research for Better Teaching, Inc. (RBT), a professional development organization dedicated since 1979 to improving classroom teaching and school leadership throughout the United States and internationally.


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List of Resources
 
Foreword
 
Acknowledgments
 
About the Author
 
Introduction
 
1. The History of “Intelligence”
References and Resources  
 
2. Malleable Intelligence: The Evidence—Attribution Retraining and the Growth Mindset
Data Challenging the Innate Ability Theory  
Attribution Retraining  
References and Resources  
 
3. Verbal Behavior in Nine Arenas of Classroom Life
1. Calling on Students  
2. Responses to Student Answers  
3. Giving Help  
4. Changing Attitudes Toward Errors  
5. Giving Tasks and Assignments  
6. Feedback According to Criteria for Success With Encouragement and Precise Diagnostic Guidance  
7. Positive Framing of Re-Teaching  
8. Tenacity When Students Don’t Meet Expectations  
9. Pushback on Fixed Mindset Language and Student Helplessness  
References and Resources  
 
4. Regular Classroom Mechanisms for Generating Student Agency
10. Frequent Quizzes and a Flow of Data to Students  
11. Student Self-Corrections/Self-Scoring  
12. Student Error Analysis  
13. Regular Re-Teaching  
14. Required Retakes and Redos With Highest Grade  
15. Cooperative Learning Protocols and Teaching of Group Skills  
16. Student Feedback to Teacher on Pace or Need for Clarification  
17. Reward System for Effective Effort and Gains  
18. Extra Help  
19. Student Goal Setting  
References and Resources  
 
5. No Secrets Instructional Strategies That Support Student Agency
20. Communicating Objectives  
21. Criteria for Success  
22. Exemplars  
23. Checking for Understanding  
24. Making Students’ Thinking Visible  
25. Frequent Student Summarizing  
 
6. Teaching Effective Effort
26. Effective Effort Behaviors  
27. Student Self-Evaluation of Effective Effort  
28. Learning Study and Other Strategies of Successful Students  
29. Attribution Theory and Brain Research  
References and Resources  
 
7. Choices That Generate Agency: Voice, Ownership, and Influence
30. Stop My Teaching  
31. Student-Generated Questions  
32. Negotiating the Rules of the Classroom Game  
33. Teaching Students the Principles of Learning  
34. Learning Style  
35. Non-Reports and Student Experts  
36. Culturally Relevant Teaching  
37. Student-Led Parent Conferences  
References and Resources  
 
8. Schoolwide Policies and Procedures
38. Hiring Teachers  
39. Assignment of Teachers  
40. Personalizing Knowledge of and Contact With Students  
41. Scheduling  
42. Grouping  
43. Content-Focused Teams That Examine Student Work in Relation to Their Teaching  
44. Reward System for Academic Effort and Gains  
45. Push, Support, and Tight Safety Net (Hierarchy of Intervention)  
46. Quality Afterschool Programs and Extracurricular Activities  
47. Building Identity and Pride in Belonging to the School  
48. Creating a Vision of a Better Life Attainable Through Learning the Things School Teaches  
49. Forming an Image of Successful People Who Look Like Them and Value Education  
50. Building Relations With Parents Through Home Visits and Focus on How to Help  
References and Resources  
 
9. Conclusion
What Leaders Do  
Teacher Preparation  
Obstacles  
Coda  
References and Resources  
 
Appendix A. Case Studies in High Expectations Teaching and Attribution Retraining
Teacher Case Studies  
Administrator Case Studies  
 
Appendix B. Levels of Sophistication of Common Planning Time (CPT) Activities
 
Appendix C. Hierarchy of Interventions
 
Appendix D. Goal-Setting Experiments
 
Appendix E. Kristin Allison’s Log
 
Appendix F. Effort Books: A Bibliography
 
Index

“Students and teachers need the language to learn how to support one another in their growth.  High Expectations Teaching provides not only that language, but also strategies to lead student and teachers to an understanding of the potential for improvement.

Kelly Minick, English Teacher and Instructional Coach
Saluda High School

High Expectations Teaching is a must read for anyone committed to creating equitable school systems allowing all students, especially students in poverty, educational opportunities for enhancing their lives. Included is a strong research base with practical instructional strategies for creating positive interactions with students, and suggestions for impactful school level policies and procedures.”

Janice Bradley, Author and School Improvement Specialist
University of Utah

“The techniques in High Expectations Teaching will help us all become better teachers for our students.”

Jude A. Huntz, Professor
Penn Valley Community College
Key features
(1) An assets-based approach to advancing student achievement by helping students to believe that "smart is something you can get" and that one’s ability to do something is based on the effort extended to build it

(2) Debunks the myth of fixed intelligence by presenting compelling evidence that effort actually creates ability.

(3)  Emphasizes the critical importance of teacher language in building student self-confidence, promoting healthy risk-tasking, and perseverance.

(4) High Expectations Teaching can serve as a catalyst for promoting educational equity by helping teachers to uncover unconscious biases that hamper their effectiveness with struggling students.

(5) Includes a series of compelling Case Studies based on experiences of teachers and administrators
who worked to implement high expectations practices in their respective work with students and teachers.

(6) Accompanied by a series of original video clips that provide vivid depictions of High Expectations strategies in action.

Sample Materials & Chapters

Introduction

Chapter 1 - The History of "Intelligence"


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ISBN: 9781506356792

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