New Mindset = New Results

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1 New Mindset = New Results Developing a Growth Mindset in Schools KASC Conference WHAT IS GROWTH MINDSET? The belief, based on science, that abilities can be developed through: deliberate practice, hard wk, and time devoted to improvement. WHO ORIGINATED THE TERM GROWTH MINDSET? Carol Dweck and her Stanfd University colleagues research The term came to public attention through Dr. Dweck s book, Mindset: The New Psychology of Success (How We Can Learn To Fulfill Our Potential). WHY TEACH GROWTH MINDSET? When students and educats have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of wrying about how smart they are. They wk hard to learn and improve. Based on years of research by Dweck and colleagues, we know that students who develop this mindset have greater motivation in school, better grades, and higher test sces. Session Components: Participants will be able to: 2016, KASC define growth mindset and its by-products (perseverance, efft, determination, motivation, etc.) differentiate between growth and fixed mindset talk identify steps to instill a growth mindset in a classroom/school New Mindset = New Results 1

2 THE SCIENCE BEHIND GROWTH MINDSET Background on Teaching Growth Mindset A. Dr. Carol Dweck from Stanfd University teaches students how their brains really wk, empowering students to understand that they CAN learn, even when it doesn t come easily. Many people don t know much about intelligence and how it wks. When they do think about what intelligence is, they believe that a person is bn smart, average, dumb and stays that way f life. New research shows that the brain is me like a muscle it changes and gets stronger when you use it. And scientists have been able to show just how the brain grows and gets stronger when you learn. The brain fms new connections and "grows" when people practice and learn new things. The me you challenge your mind to learn, the me your brain cells grow. Then, things that you once found very hard even impossible like speaking a feign language doing algebra become easy. B. In a school with a Growth Mindset, adults and students believe in, and act upon, research about the possibilities f all students: The brain is always changing, and intelligence is not fixed. Students are capable of completing learning tasks; there is a connection between actions and outcome; and me efft will lead to better results. Expert perfmance is not dependent on talent. It is developed through deliberate practice, which includes immediate feedback, specific goal-setting, and time devoted to improvement. Test sces are a measure of where a student is but NOT where a student could end up. Sources: Mindset by Carol Dweck and Cambridge Handbook Of Expertise And Expert Perfmance, Edited By K. Anders Ericsson ACTIVITY 1: PAIR, PREPARE, SHARE q Pair: Fm partners at your table. q Prepare: Decide who will read and summarize Part A, and Part B. Individually spend two minutes reviewing the material and deciding how you will summarize your section f your fellow group members. q Share: Teach your partner your part. Then together, decide what wds fill in the blanks below: Intelligence is not f. Your brain can always g. 2016, KASC New Mindset = New Results 2

3 ACTIVITY 2: RESEARCH BEHIND GROWTH MINDSET q Wking in a small group, take turns reading the BECAUSE THIS IS statement aloud. q Next, read the two statements in the THEN column and circle each as. (The two THEN statements could be one true and one false, could both be true both be false.) q Follow the same procedure f the rest of the statements. q With the facilitat, check your answers. q As you go over the answers, cross out each statement to remind you to leave that old thinking behind. BECAUSE THIS IS THEN? 1 As we think, perceive, fm memies learn new skills, the connections between brain cells also change and strengthen. Far from being hardwired, the brain has circuits that very rapidly fm, unfm, and refm. The brain has neuroplasticity, meaning the ability to change. The brain "grows" when people learn and practice new things. The me you challenge your mind to learn, the me your brain cells grow and the easier tasks become. Nman Doidge, University of Tonto and Columbia University Center f Psychoanalytic Training and Research The brain is hardwired and can t be strengthened improved. The number of brain cells a baby is bn with is the same number of brain cells the person will have when they die. BECAUSE THIS IS THEN? Self-discipline accounted f me than twice as much variance as IQ in final grades. Psychological Science, Duckwth & Seligman, 2005 Self-discipline and wking memy have each been shown to have me impact on student success than IQ. 2 Wking Memy, when tested at age 5, was a far greater predict of student success at age 11 than IQ. In a decade of studying the link between brain function and education, wking memy is the number one predict of learning success. Investigating the Predictive Roles of Wking Memy and IQ in Academic Attainment by T.P. Alloway and R.G. Alloway Intelligence tests are the best indicat of student success in school. 2016, KASC New Mindset = New Results 3

4 BECAUSE THIS IS THEN? A new definition of intelligence agreed upon by 52 academic researchers Intelligence is a very general mental capability that, among other things, involves the ability to: Students cannot improve their intelligence their current level of intelligence dictates their future level. 3 reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience. Mainstream Science On Intelligence: An Editial With 52 Signaties, Histy, and Bibliography, Linda S. Gottfredson, first published in the Wall Street Journal Intelligence includes abilities in areas where students can wk and improve with deliberate practice and quality teaching/coaching. In addition, struggle in one subject (i.e., reading) does not mean a student is not intelligent. 4 BECAUSE THIS IS THEN? Student achievement can increase when teachers show the relationship between an increase in efft to an increase in success. Research shows that although not all students realize the imptance of efft, they can learn to change their beliefs to emphasize efft. Marzano Wikispace; hescmarzano.wikispaces.com/3. +Reinfcing+Efft+and+Providing+Recognition and Craske, 1985; Van Overwalle & De Metsenaere, Students can increase achievement by also increasing efft, but they may need to be shown the connection between the two through guidance from the teacher. Teachers can increase students willingness to put in me efft by showing the students how the extra wk connects to increased achievement. PARTNER TALK Walk to find a new partner. Reread the two THEN statements from #4. With your partner discuss this question: Explain the interdependency of those two statements. 2016, KASC New Mindset = New Results 4

5 LEARN ABOUT THE BRAIN ACTIVITY 3: NEUROPLASTICITY: THE BRAIN IS ALWAYS CHANGING q Skim through the viewing guide below to prepare to listen f the imptant points in the video. q Watch the Neuroplasticity video by Sentis and fill in the viewing guide. Video Viewing Guide 1. Neuroplasticity means the brain is adaptable and does c throughout our lives. 2. The pathways of our brain are strengthened by p, thinking in a certain way, feeling a specific e. If we think about something differently, learn a new task, choose a different emotion, we carve out a new pathway in the brain. 3. We all have the ability to l and c by rewiring our brains. 4. It takes repeated and d attention toward a desired change to rewire the brain. Talk to a Partner The main thing I learned about the brain is 2016, KASC New Mindset = New Results 5

6 ACTIVITY 4: LEARNING CONNECTIONS This activity is written to use with any audience. Making Connections in the Brain Teacher says Let s do a demonstration of how a brain grows and learning develops. When learning occurs the brain cells, neurons, grow branches that reach out to fm connections. F example, when you read about the brain a few moments ago, your brain was taking in infmation and trying to connect to something you already know. Your learning isn t very strong yet and may easily be fgotten, so you need me experiences to build a stronger connection. So, we processed the infmation read by filling in the guided notes and labeling the drawings. Then we did this demonstration so you were active and experiencing how the brain wks. If we keep adding practice by having you draw act out what you remember, you will have me opptunities to process and remember the infmation. Let s say we add a video to show how the brain makes connections. Finally, if you teach this infmation to others, you will have the greatest chance of remembering the infmation. Directions f demonstration: Stand next to a partner. To represent that initial connection in the brain, hold up one hand and touch pinkies with your partner. Even though the dendrites don't touch in your brain pathway, we are going to have your fingers touch to represent the connections that are happening between dendrites. Touch ring fingers to represent the strengthening of that learning. Touch middle fingers to represent how the additional thinking is making that connection even stronger. Touch the next finger to show how the connection is getting stronger. Touch thumbs to represent yet another learning experience. And now look how strong that connection has become. Squeeze your 5 fingers together (like a cobra head) to show the pathway is stronger than it was when you started with one, single finger connection. 2016, KASC New Mindset = New Results 6

7 EFFECTIVE FEEDBACK AND TALK Carol Dweck wrote, The wrong kind of praise creates self-defeating behavi. The right kind motivates students to learn. So if it is not helpful to tell students they are smart, then what do we say? First and femost praise has to be specific and be focused on what students can control. In the following activities, you will practice giving praise based on three guidelines: Strategy Efft Attitude ACTIVITY 5: SEA TALK Part 1 q The facilitat will number off participants s are assigned Strategy; 2 s Efft; 3 s Attitude. q Each person writes what a teacher would say to reflect a growth mindset using the S, E, A assigned. Part 2 q On the facilitat s signal, hold up the number you were given to fm a group of three so that your new group contains a 1, a 2, and a 3. q Next, share the praise statement you wrote that isn t about how smart fast good a student s wk is. q Recd ideas from the other two, write your own praise. S-E-A TALK Instead of saying Focus on praising Say this instead You re so smart! You re so athletic! You re really great at! You finished so quickly! You re the best at this. Strategy I loved how you kept trying so many strategies on that problem until you got it. (strategy reinfced) Efft ( energy) I like that you refused to give up, even when it took a lot longer than expected. That extra efft will help you succeed again and again. (efft reinfced) Attitude Befe you began, you thought you could succeed. I think that positive attitude helped you come through. (attitude reinfced) You always get good grades. source: Eric Jensen, jensenlearning.com/news/teachers-make-these-2-mistakes/brain-based-teaching 2016, KASC New Mindset = New Results 7

8 Reinfcing "Not Yet The wd "yet" is valuable and should be used frequently in every classroom. Whenever students say they can't do something are not good at something, the teacher should add, yet. Whenever students say they don't like a certain subject, the teacher should say, yet. This simple habit conveys the idea that ability and motivation are fluid. Source: Educational Leadership, Even Geniuses Wk Hard by Carol S. Dweck When students don't master specific content a unit of study, they need to see the opptunity f improvement and learning instead of viewing it as a failure. Instead of a grade, give students a Not Yet, something similar. Students won t feel shame and will understand they are expected to master the material after revision multiple effts. Personal Reflection: What wds statements do I need to add to my talk? What wds statements do I need to delete from my talk? ACTIVITY 6: PRACTICE GROWTH MINDSET SELF-TALK This activity is intended f use with students. It can be found on the Members Only page at kasc.net. q In the envelope on your table, pull out the mat with fixed mindset statements students often use. q Read each statement to the group. q Take out the growth mindset card strips in the envelope and pass out to each group member. q Take turns reading the strips, and decide which fixed mindset statement each will replace. q There will be two growth mindset card strips to replace each fixed mindset statement. 2016, KASC New Mindset = New Results 8

9 GROWTH MINDSET TRAITS As students are learning to have a growth mindset, they also need to learn the traits by-products that develop as a part of being a learner and achiever. The following list covers most of the traits found repeatedly in materials from various experts. The most common ones mentioned are noted with an asterisk (*). Growth mindset traits on which experts agree: *efft motivation *perseverance focus *resilience willingness to accept challenge *determination persistence The term grit has become quite trendy in publications. There is no doubt that successful people have grit. It encompasses other traits of persistence, determination, and resilience over a long period. ACTIVITY 7: TEACHING GROWTH MINDSET TRAITS The imptance of teaching vocabulary is widely documented. Students success in school on standardized tests and reading comprehension has been directly linked to effective vocabulary instruction. Because vocabulary has such an impact on academic success and life, educats cannot igne teaching mindset vocabulary to students so they understand the traits that are by-products of a growth mindset. Directions f use with staff: q Create groups with 3-5 people in a group. q The facilitat will assign each group a growth mindset trait. Ensure that the top 5 traits above are covered. q Leader Guide the group to decide on one of the following three vocabulary models to use as you teach the assigned trait to the whole group. q Recder Use chart paper to draw the chosen model and complete f the assigned trait. q Repter Share the group chart with the whole group. q The facilitat should rotate to make sure all three vocabulary models are represented. If not, encourage a group to change to a different model so staff sees all three models being used. Definition FRAYER MODEL Characteristics Examples vocabulary wd Non-examples 2016, KASC New Mindset = New Results 9

10 VOCABULARY FRAME Write a definition in your own wds Write the opposite and cross it out vocabulary wd Use the wd in a sentence Draw a graphic f the concept K Key idea Example: drought I Infmation Little no rain over a period of time K.I.M. CHART M Memy Clue ACTIVITY 8: PLANNING TO TEACH GROWTH MINDSET q The facilitat will give an overview of the example plan f implementing growth mindset in a classroom school. q Each member of the group will jigsaw infmation by taking one section and reading. q Be prepared to summarize that section f the group. q Share ideas f how to implement based on notes in the plan your own experience. 2016, KASC New Mindset = New Results 10

11 Plan f Developing a Growth Mindset Classroom Explicitly teaching students and staff about growth mindset must be done intentionally and reinfced over time. The term environment is used as the broadest representation of attitudes, beliefs, actions, wds, etc., of the students and adults in a classroom. Everything in a classroom can add to ( take away from) the environment/climate/culture needed f growth mindsets to flourish. All the following components contribute to a growth mindset classroom. TEACH ABOUT THE Students and adults are me likely to buy into a concept that s grounded in science. Knowing how the brain wks can motivate students because they can see that efft and practice can pay off with a better brain. Main point: Every brain is capable of growing stronger. TEACH GROWTH MINDSET Educats have to teach mindset vocabulary so students thoughly understand the traits that contribute to a growth mindset. Main point: Knowing the traits that go along with a growth mindset provides a clearer path to that mindset. USE AND TEACH GROWTH MINDSET Teacher talk needs to provide a positive environment that reinfces a growth mindset. The language students hear greatly impacts the kind of mindset they have. Teach students what to say to themselves, and others, to transfm their own thinking from a fixed to a growth mindset. Main point: The right kind of talk motivates and inspires students to keep learning; the wrong kind discourages efft. USE EFFECTIVE Effective feedback gives students knowledge/skills they can use on the current assignment and apply in future wk. Main point: A growth mindset means students believe they can learn with efft; in der to actually develop as stronger leaners, they need feedback with strategies f improvement. 2016, KASC New Mindset = New Results 11

12 A growth mindset can: Increase test sces Promote deeper learning Enable students to recover from failure Close achievement gaps Available Only with Toolkit Purchase: KASC s new Growth Mindset Toolkit provides the resources, strategies, and suppt needed to develop growth mindset classrooms. Sections of the toolkit include engaging activities f: Monthly that will include ideas like: Additional learning activities Bulletin board posters Up-to-date research summaries Building understanding of growth mindset Teaching how the brain learns Reinfcing growth mindset traits Using and teaching growth mindset talk Providing feedback and strategies to improve all student wk Creating an environment that suppts a growth mindset Ideas and inspirations f monthly use: Motivational quotes Mini research summaries f ongoing learning Teaching resources f addressing specific traits each month The toolkit suppts experienced growth mindset schools/classrooms and is also ideal f those just beginning the process. Visit f me infmation kasc@kasc.net 2016, KASC New Mindset = New Results