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Growth Mindset Through Intervention                  
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Tupac vs. TPACK

I must admit, I am more of a fan of the former than the latter, but for the purposes of this site and my profession, I will focus on the importance of TPACK in making our project work.

Technological Knowledge Reflection (TK)

• The primary tech tools used were Google Forms, for student surveys, and Google Docs, for charting what occurred during each teacher's intervention period each and every day. This enabled all teachers to hold each other accountable and since documents were also shared with me, the principal, I would also monitor activity and student survey responses, reporting to the Board of Trustees and District Administration when requested. Although not complex, these tools were appropriate for the tasks.

Pedagogical Knowledge Reflection (PK)

• The instructional pedagogy was tailored to the intended outcomes, i.e., improving student mindset required a shift in how we treated and spoke about mistakes and other language around maths. Our school and district has also spent a great deal of time developing teachers instructional depth through the Gradual Release of Responsibility (GRR), a model predicated on clarity and sequencing activities for sense making and student success.

​Content Knowledge Reflection (CK)

• Through the intervention model and common collaboration, extensive scaffolding was built within all classes. Similarly, through extensive collaboration district wide via our Math Task Force and as an outcome of common collaboration and Measures of Academic Progress, teachers were ensuring students had the necessary information and skills to complete tasks.

Pedagogical Content Knowledge (PCK)

• Although general implementation of GRR did exist, other pedagogical strategies were worked in that targeted growth mindset explicitly. Some teachers experimented with organizational structures that were not necessarily task specific, but more to overcoming the math fear and intentionally building in and highlighting mistake making opportunities that honed in on the process rather than the task.

Technological Pedagogical Knowledge (TPK)

• In terms of pedagogical tools, a learning management system (LMS), video, tutorials, and teacher recordings were utilized given the skill set of each teacher with a baseline existing for all with an LMS. That said, instructional technology was not the focus on this project 

Technology Content Knowledge (TCK)

• Again, as technology was not as pivotal to the implementation of this project, I am without an accurate assessment as to the technological tools that would have better delivered the growth mindset content. Again, videos were utilized, but much of growth mindset in a classroom evidences itself in messaging, support structures, assessment practices, etc., all of which can be enhanced with technology, but are not exclusive to it.

Technology Pedagogy Content Knowledge (TPCK)

• In ranking the weight of TPACK factors, growing growth mindsets through intervention leans primarily toward pedagogy, second toward content, and third toward technology. No factor was absent, but the relational necessity of the project compelled us to focus on the factors in that order.

Common Core

21st Century Skills