Matthew Zegers Special Education School Improvement Specialist. Mindset
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1 Matthew Zegers Special Education School Improvement Specialist Mindset
2 Context, Purpose, Outcome Context to reflect upon current states of persistence and mindsets related to student growth. Purpose to provide special education teachers in the Elmont School District with an opportunity to self reflect about pedagogy. Outcome to provide instructional strategies for immediate implementation; promoting GRIT & Growth Mindset in students.
3 APK Activating Prior Knowledge Angela Duckworth introduced us to the concept of GRIT Grit was identified as: Passion and perseverance (long term goals) Having stamina Sticking with your future for years, working hard Living life as if it were a marathon, not a sprint Talent doesn t make you gritty Failure is not a permanent condition _key_to_success_grit.html
4 Activity 1: Are you Gritty? Finding your Grit : Take 15 minutes to respond to the 12 questions about grit, then score your answers. Scoring: 1. For questions 1, 4, 6, 9, 10 and 12 assign the following points: 5 = Very much like me 4 = Mostly like me 3 = Somewhat like me 2 = Not much like me 1 = Not like me at all 2. For questions 2, 3, 5, 7, 8 and 11 assign the following points: 1 = Very much like me 2 = Mostly like me 3 = Somewhat like me 4 = Not much like me 5 = Not like me at all Add up all the points and divide by 12. The maximum score on this scale is 5 (extremely gritty), and the lowest scale on this scale is 1 (not at all gritty). Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9,
5 Analyzing the Group s Grit With your handheld device please go to this website: m.socrative.com Room # Input your score based upon the criteria displayed on the chart
6 Activity 2:Beware of the Dark Side In groups: Once your group has been identified read the assigned bullet, as well as the first and last paragraphs of The Dark Side of Grit: Potential Costs and Risks pages Each group will share what was discussed in their bullet: Group 1 = Bullet 1 Group 2 = Bullet 2 Group 3 = Bullet 3 Group 4 = Bullet 4
7 Growth Mindset, Carol Dweck Building Grit in Kid Growth Mindset The belief that the ability to learn is not fixed, it can change with effort!
8 Piper Otterbein The hand that you re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things that you cultivate through effort. C. Dweck
9 Piper Otterbein The hand that you re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things that you cultivate through effort C. Dweck Up for discussion! What hand has she been dealt? My brain works differently Making connections: Transition/CDOS/College and Career Readiness How is she like students you teach? Growth Mindset
10 Part II: Mindset Assessment Please complete the mindset assessment Scoring guide will be displayed shortly After totaling your score you will be asked to share your score with your handheld device.
11 Analyzing the Group s Mindset With your handheld device please go to this website: m.socrative.com Room # Input your score based upon the criteria displayed on the chart
12 Activating Prior Knowledge While watching this clip, think about how this students identifies himself. How can we as educators possibly get our students that are facing adversities including disabilities to start and think like this? MvEnoD6U Prove them wrong
13 Growth Mindset Overview Building GRIT and Persistence is not as effective without addressing the Mindset that underlies them Differences between Fixed Mindset/Growth Mindset lead to difference behaviors and academic results changes perspectives of intelligence Your Mindset as a critical key for student success student praise Essential Opportunities for promoting/developing Growth Mindsets in your students
14 Eduardo Briceno The Power to Belief Mindset and Success Directions: As you listen to Eduardo jot down what he says the differences are between a Growth Mindset and Fixed Mindset, as well as anything else which resonates with you. Be prepare to share.
15 Student Praise Fixed Mindset Praise Growth Mindset Praise Directions: As you listen to Eduardo jot down what he says the differences are between Fixed Mindset Praise and Growth Mindset Praise. Be prepare to share.
16 Fixed Mindset Praise Wow that s a really good score Fixed Quality. Leads to poor student success when confronted with difficulties. Promotes inability to cope with failure. Develops and reinforces a Fixed Mindset in students. Growth Mindset Praise Wow that s a really good score, you must have tried very hard Focus on the process. Leads to increased success. Promotes students willingness to accept challenges. Develops and promotes a Growth Mindset in students. Key Points
17 3 Things You Can Do To Change Recognize that the Growth Mindset is not only beneficial but supported by science (brain change). Learn and teach others about how to develop our abilities (deliberate practice & effective effort) Listen for your Fixed Mindset voice; talk back to it (yourself) with a Growth Mindset voice ( I can t do it yet. ).
18 Carol Dweck: The Effect of Praise on Mindsets If the teacher focuses on the students efforts, the student will focus on the students efforts V0_3UjY
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22 Kids aren t the only ones that need this Developing a school culture with a growth mindset Shared Leadership Open Communication Professional Collaboration Clear and Realistic Goal Setting and support for teachers as learners What s my school s mindset!? Mindsetworks.com hats-my-school-mindsetsurvey?quiz_id=16&force=1
23 Essential Opportunities Article: Mindsets and Student Agency by Eduard Briceno Students motivation and efforts are driven by their mindsets a set of key beliefs they hold. The greatest untapped opportunity to improve learning in our schools is to deliberately work on developing learning mindsets that stand out in research as deeply influencing student behavior, outcomes, and overall drive to learn (Farrington, et al., 2012). ESSENTIAL OPPORTUNITY # 1: THE FOUR LEARNING MINDSETS ESSENTIAL OPPORTUNITY #2: LEARNING STRATEGIES & HABITS
24 Essential Opportunity #1 THE FOUR LEARNING MINDSETS 1. Growth Mindset 2. Self-Efficacy 3. Sense of Belonging 4. Relevance
25 Mindset #1: Growth Mindset I can change my intelligence and abilities through effort. When students see intelligence or abilities as fixed, they see effort as something only incapable people need, they shy away from challenge, and they disengaged when things get hard (Mueller & Dweck, 1998). Foundational and critical of all Mindsets Students see effort as what makes people smart focus on continued growth Persist in the face of setbacks.
26 Mindset #2: Self-Efficacy I can succeed. The stronger their Growth Mindset, the more students will seek ways to overcome adversities and search for alternate strategies to achieve their goals. Students must believe they can achieve their goals (however its defined). If students think they need help or resources, the must see a path they can take in order to obtain the required help/resources.
27 Mindset #3: Sense of Belonging I belong in this learning community. When students feel they belong to a learning community, they become engaged in learning (Harvey & Schroder, 1963; Oyserman, Bybee, & Terry, 2006). Students See learning community of peers Value going beyond their comfort zone and learning about the world Connect learning with activities and objectives with social rewards they value
28 Mindset #4: Relevance This work has value and purpose for me. Students engage in learning much more energetically and deeply when they value the knowledge and skills that they re working to acquire, or find them relevant or interesting (Eccles et al, 1983). Students think deeper, question, pursue, and put their full selves into their work. when teachers implement Project-based learning and realworld connections they foster relevance and help students explore passions, goals, and applications of learning. teachers can also have students reflect and write about the relevance of their work, or about a learning experience they re about to embark on.
29 Essential Opportunity #2 LEARNING STRATEGIES & HABITS Teaching students not only what knowledge and skills but also the self-management and learning-tolearn skills needed in school and life.
30 We must teach know-how How the brain works and how we can increase its capabilities How to manage our learning, including how to set learning goals, self-assess, approach new subjects, manage homework, dive deeper, learn from mistakes, and know what to do when things get hard How to engage in deliberate practices to develop expertise How to foster innovation and creativity
31 We must teach know-how How to work in teams How to manage emotions How to develop willpower How to develop desirable habits through cues, routines and rewards How to combine habits with tools to manage one s self and one s learning.
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