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Confidence

Support students’ confidence through instruction that includes clear expectations; challenging work that is calibrated to the knowledge, skills, and abilities of students; and informational and encouraging feedback

Confidence NGSS P7S4

Scaffold new and/or complex tasks to support students’ engagement in argumentation:
  • Create tools to support common tasks (e.g., graphic organizers for Claim-Evidence-Reasoning) and make them consistently available to students. This can help make challenging tasks more accessible
  • Use board space or anchor charts to ensure that the central question is clear and to record and sort points of agreement and disagreement as the students move toward reconciliation in their argument
  • Provide options for level of challenge so students can select the level that suits them. For example, allow students to decide whether or not they need a Claim-Evidence-Reasoning graphic organizer later in the school year

Resource Information

Confidence Principles

The strategy above is aligned to the principles in bold.

  • 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”
  • 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 taskd
  • 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!”)