Professional Learning Goals

• Developed students’ awareness of their own self-talk
• Deepened our understanding of how metacognition affects student efficacy and achievement
• Explored, embedded and implemented self-talk strategies within daily math instruction
• Interrupted/shifted negative self-talk and encouraged students to use positive self-talk
• Connection between math learning and self-talk (fostered a growth mindset and provided students with appropriate strategies to overcome challenges)

Activities and Resources

• Examined and taught self-talk strategies (such as growth mindset self-talk, strategy self-talk, etc.)
• Explored different resources such as Teaching Math with Meaning by Cathy Marks Krpan
• Developed a self-talk strategy wall to help students name their thinking
• Explored math tools to make student thinking visible and the communication of their thinking to peers and teacher
• Developed tasks/strategies such as “think bubbles” to encourage students to write down their thinking

Unexpected Challenges

• Meeting the developmental needs of all students – readiness of students to share and extend their thinking
• Reorganization of grade team

Enhancing Student Learning and Development

• Self-talk strategies will increase student efficacy
• Promote growth mindset through self-talk strategies
• Students will be more aware of their thinking when solving math problems
• Students are using vocabulary and manipulatives to explain thinking
• Students will be open to take risk in different learning situations and share their thinking with peers
• Involving parents in the learning process to use similar strategies at home

Sharing

• Share with colleagues at staff meetings
• Share with colleagues at the Peel Leadership Conference
• Share with parents on Seesaw

Project Evaluation

• Better understanding of collaborative inquiry and how to conduct collaborative inquiry to improve student learning
• Great professional learning opportunity to collaborate with other teachers and deepen our understanding of content and instructional strategies
• Explored resources such as Teaching Math with Meaning by Cathy Marks Krpan to support our instructional practices and learning
• Students used self-talk strategies to articulate what they are thinking/feeling to support their learning (e.g., self-correction)
• Teachers are able to recognize and be responsive to student needs and learning
• Self-talk strategies fostered a growth mindset
• Students are using self-talk strategies to walk themselves through a difficult math task (be more independent learners)