Step 2 - Describe


Step 2)  Describe in 50 minutes  |  Steps 1-3 Completed by Friday, Sept 12, 2014

This challenge is open to all K-16 educators and their students. If you are attending Symposium 2014 and 
would like to submit your student's progress, please refer to the overview for further instructions. 

The sequence below assumes a fast track to prepare for the symposium in respect to the beginning of the 
new school year. Please do adjust the flow as you see fit based on subject, grade level, available time, and 
student's learning needs.



5 minutes
Teams make sense of informative feedback and identified relevant findings and lessons learned from:


13 minutes
Teams read reference materials to learn more about their person’s dispositions, challenge, etc.

Empathize (relate) with their person’s disposition (character) toward:
  • Dilemma (situation), challenge (problem), and adversity (barriers)
  • Choices he/she has made
Effectively identify evidence of their person’s growth/fixed mindset dispositions:
  • When faced with challenges (problems)
  • When confronted with adversity (barriers).


12 minutes
In their own words, teams identify a targeted aspect of the dilemma and restate:  (teacher or student generated)
  • Their person’s challenge in the form of a problem statement
  • Critical questions to guide students when making decisions in Steps 3 and 4.


10 minutes
Teams complete the Disposition Management ThinkSheet – to describe how their person managed their growth/fixed mindset dispositions.



10 minutes
Teams wrap up Step 2 of the design learning process and prepare to:

Become aware of team’s growth/fixed mindset dispositions and decision-making practices toward:
  • Designing creative (original) innovative (new and purposeful) solutions beyond the norm (compared to initial or common thinking)
  • Making sustainable contributions (renewable)
Assess and reflect on their own (typical) use of growth mindset dispositions.



Modifications
Based on time available for the challenge and/or your student’s learning needs, feel free to pre-define the restated the problem statement and/or critical questions (as opposed to the students doing this work)



Pre-Symposium 2014 - Teachers Submit Sample Student Work