Provide supports for planning investigations that can be used throughout the year and expanded as students learn new skills as they make sense of phenomena or solve design problems. For example, when using a new measurement tool (e.g., graduated cylinder), provide (or have students create) a guide for how and when to use the tool. As more new tools are used, add to this resource. As tools are reused, point students to this resource to remind them about how and when to use the tool.
Resource Information
- MDP: Confidence
- Resource Type: NGSS Connection
Confidence Principles
The strategy above is aligned to the principles in bold.
Provide clear expectations
- What students will be expected to learn or understand for an assignment or unit
- What students will be expected to do and produce for an assignment or activity
- How students will be assessed (on a task, project, unit, etc.)
- What is available for students to manage their work (e.g., materials, time, scaffolds) and how they might manage their work through to completion of the task
Provide challenging work
- Is calibrated to students’ skill level(s)
- Conveys teacher’s confidence in students by communicating, “I believe you can do this”
- Builds students’ confidence, helping students to see that “I can do this”
- Note: Challenge can be less intimidating when teachers make explicit connections between challenge and learning/growth
- Note: Too little challenge and overly scripted tasks damage students’ confidence by sending the message, “I don’t think you can handle anything more than this”
Guide and support students
- Providing examples of high quality work
- Providing examples of similar others (e.g., students from prior years, scientists) who have succeeded or who have overcome challenges. This is especially helpful for learners who struggle or have low confidence
- Being attuned to students (e.g., to their progress, struggles, emotions, actions, reactions, etc.) through observations and interactions
- Helping students identify supports they have available or pointing students to supports to use while they work
- Modeling successful strategies
- Helping students to identify prior knowledge and previously successful strategies that might help them successfully complete the current task
Give informational and encouraging feedback
- Indicates specific things the student has done well and how the student might continue to improve
- Contains information about the causes of success and failure so that students attribute outcomes to their efforts and strategies (rather than luck, ability, or external sources like task difficulty)
- Communicates confidence in students' ability to meet the teacher’s high expectations
- Avoids over-generalizing (e.g., “Good job!”)
