Creating and Sustaining Mindset Change in Developmental ... · Creating and Sustaining Mindset...

Creating and Sustaining

Mindset Change

in Developmental Mathematics

David Yeager

Collaborators: Greg Walton, Carol Dweck, Dave Paunesku, Carissa Romero, Angela Duckworth, Sidney D’Mello, Geoff Cohen, Donald Kamentz, Laura Keane

Pathways team: Jane Muhich, Iris Lopez, Rachel Beattie, Lawrence Morales, Kristin Spiegelberg, Michelle Brock, Gwen Sweeney, Maryann Firpo, Heather Hough

Collaborators:

Geoff Cohen Valerie Purdie-Vaughns

Carol Dweck Greg Walton

Angela Duckworth

Think Back on Your Own Education...

1. What is a time when you were blown away by a novel theory or perspective on something? Where did you learn it? From whom? – Theory of relativity

– Something about the body and how it works

– Theory of human thinking or learning

– A spiritual or philosophical experience

– Etc.

2. AFTER you learned the new theory or perspective, was there ever a time when you doubted whether it was really true?

Students Have Theories About Their Success in School

What’s the point?

Maybe I’m not a math

person

Maybe I don’t

belong here

Productive Persistence

Mindsets about social belonging

Mindsets about academic potential

Emotion-regulation

Skills

Mindsets Mindsets about the value of schoolwork

Learning strategies

Chris Hulleman

Claude Steele, Geoff Cohen Greg Walton

Carol Dweck

Sian Beilock Jeremy Jamieson

9

“Being a 'math person' or not is something about you that you really can't change. Some people are good at

math and other people aren't."

Survey data from Fall 2011 Carnegie Foundation Statway, N ~ 1,100

68%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Agree Disagree

“I am embarrassed by how stupid I am and suddenly feeling very discouraged … I can't even tell which fraction is bigger than another, or where they should fall on the number line. I feel like crying.”

• Fixed mindset (intelligence is fixed)

– “If I have to try hard, I’m clearly not smart.”

– No point in trying if one is not a “natural”

• Growth mindset (intelligence is malleable)

– “Trying harder makes you smarter.”

– Obstacles can be overcome through effort, help

from others, and use of improved strategy

– Note: It’s NOT just about “trying harder.”


“Holy crap yes it can!!! What a relief!”

“Normal science” Being a “math person” can’t change

Observe data

Negative data “I tried really hard and still failed”

Everyday phrases “My teacher said we’re growing when we struggle”

Fixed mindset

Growth mindset

Booster “Other students say this is a normal part of the learning process”

Crisis: “This new module will be impossible”

Theory-Change Process

1. Compelling initial theory change – New idea becomes a “hypothesis” that people either

do or do not find support for

– Growth mindset article

2. Confirming evidence from observing the world – Data and social support for the novel theory

– Everyday practices that support a growth mindset

3. Resolving controversies with theory reminders – Poignant data or experiences that question the very

core of the theory

– Mindset boosters during crises of confidence

Professor Brock, I am so happy I decided to take your class I actually enjoy math again! I was able to encourage my god-son just two days ago about his future in math. I shared with him my struggles in math and how I just succeed in a math class after many years of dodging math classes. He was crying to me that he couldn't do math and that he didn't feel smart and that he was so ashamed. I remember feeling that way before I took your class and from the beginning of your class during the orientation when we had to take the Statway survey I became determined to do well in your class. Thanks for all the pep talks, the literature on the brain being a muscle, and all the encouragement!!!!!

1. Compelling initial theory change

Student Mindsets: Co-development and Piloting

• Co-development – Researcher + Practitioner – Adapted to developmental math

student construals – Not just “effort,” also strategy

and help from others – Article + letter to future student

• Piloting – Double-blind randomized trial – Summer school Algebra 1 course

19

Roberta Carew,

Valencia College

“Most people don’t know that when they practice and learn new things, parts of their brain change and get larger, a lot like the muscles do. This is true even for adults. So it’s not true that some people are stuck being “not smart” or “not math people.” You can improve your abilities a lot, as long as you practice and use good strategies.”


Course Dropout Students Who Withdrew From Developmental Math

20%

9%

0%

10%

20%

Brain Facts Growth Mindset

N = 288, Z = 2.87, p = .004


Yeager et al. (in prep)

22

“I feel very confident … because i dedicate my time to learn the concepts thoroughly. I feel that if one person put in the work to really understand the concepts they can pass. I was never a "math person" but coming into [this course] has completely made a 360 degree turn [sic] about how i feel about math. It is great!”


Yeager et al. (in prep)

Full-Scale Intervention

• All incoming students (N=7,342)

• Students at risk for non-completion: African-American, Latino, or First-Gen White students (N = 2,463)

• Link on orientation website

• Directed to online survey


Orientation Website Mindsets about

academic potential

Maintaining Full-Time Enrollment First Semester (12+ Credits)

(N=2,463 African Americans, Latinos, First-Gen. White and Asian students)

Logistic regression, Z=2.62, p=.008

83% 82% 87% 75%

77%

79%

81%

83%

85%

87%

89%

91%

93%

95%

2010 & 2011 Control Mindset

2012 Intervention Condition

Asian and Continuing-Gen White Students: 89% (93% in 2010/2011)

51% gap reduction {

Yeager, Walton, & Dweck (in prep)

Entire Pathways

Changes in Self-Reported Mindsets (All Pathways, 2012 and 2013)

• Survey on Day 1 vs. Week 4

– Change of 0.8 standard deviations (p < .001) !!!!

– Was this change meaningful?

67% 78% 86% 92% 95% 50%

60%

70%

80%

90%

100%

0 1 2 3 4

Positive change in self-reported mindset from Day 1 to Week 4

% Who Passed the Pathways (among those who didn’t drop)

But Do Students Keep Their Mindsets Throughout?

Seattle Central Improvement Community

Percent Fixed Mindset (Winter 2014)

0

10

20

30

40

50

60

70

80

90

100

Start of Term Follow Up End of Term (EOT)

Pe

rce

nt

wh

o a

re "

Gre

en

" o

n It

em

2A

2B

5A

6A

6B

8A

9A

AIM



Observe data



Fixed mindset

Growth mindset

2. Confirming evidence from observing the world

What Can You Say to Promote a Growth Mindset

in Your Class?

Utilizing MOOCs To Test Feedback Practices

• Khan Academy online learning

• N = 265,082 to date

• Intervention delivered in units on fractions

Conditions

No Statements at top of page (Khan Academy default)

General Encouragement Some of these problems are hard. Just do your best.

If at first you don't succeed, try again.

Growth Mindset Remember, the more you practice the smarter you become!

When you learn a new kind of math problem, you grow your

math brain!

Control Statements

No Headers

Intervention

A mini-intervention

13

Khan Academy

Placebo: If at first you don’t succeed, try again. Growth mindset: When you learn a new kind of math problem, you grow your math brain!

N ~ 265,000

Growth Mindset led to 4-5% increase in learning rates even after mindset phrases were removed.

Sohl-Dickstein, Paunesku, Haley, & Williams (in prep).

Everyday Phrases (Jim Smart, Rachel Mudge)

Productive Persistence – Starter Kit

3

Praise after Success

Promotes the objective. [TRY TO SAY MORE]

Undermines the objective. [TRY NOT TO SAY]

“You’re doing so much better…you’re really improving and growing.

“Good job, you’re smart at that.”

“Wow, you’re really getting better at this.” “See, I to

l

d you you’re smart.”

“Great, you’re really using so me good strategies.” “Oh, you got that right aw ay, you mu st be good at that.”

Great, you’ve le arn ed so much! “See, I th ink you’re secretly a math pe r son.”

All right, you are really using the right strategies.[try to name and describe the specific strategy[ies] so they know]

“You’re such a great writer…so great at science, etc…”

See, you do have the skills, now we are going to strengthen them.

“I’m glad this is so easy for you.”

(for students who have some strong skills coming in to a topic) You’re s

t

art ing ou t knowing a lot, now let’s grow what you know.

Your phrase:

Your phrase:

Your phrase:

Your phrase:

Your phrase:

Your phrase:

Your phrase:

Your phrase:

Occasion • Praise after success • Encouragement after

failure • Critical feedback

Setting • In class • Office hours • Email

PDSA Activity 2013/2014

Looking beyond the writing activity...



Observe data



Fixed mindset

Growth mindset

Booster “Other students say this is a normal part of the learning process”

Crisis: “This new module will be impossible”

3. Resolving controversies with theory reminders (“Boosters”)

A Message From a Former Student

Instructions: Every student has a different experience in their class. At the same time, students

have a lot in common. For instance, most students say they feel really confused sometimes, but,

eventually, most students learn a lot and they understand math better than they did before.

We need your help explaining why this may be true for students in your class. First, read a

message from a past student who took this class. Second, write your own brief message to help

future students understand this idea.

One Quote From a Past Student

When this class started, I was nervous but also excited. I felt like finally I was going to get

through the math that had been keeping me behind for so long. And early in the term I got

confident because I was able to do some of the basic material, and my teacher had us read

something that told us we could improve the math parts of our brains if we took the right steps.

Pretty soon, though I started to get lost. We started a new unit / module and I thought to myself

“I could do the last one, but this one looks impossible!” I was lost and I was back to my old way

of thinking. But as I kept going, I remembered what we learned—that people’s brains learn the

most when they’re challenged. Learning is all about the transition from not knowing something

(being confused) through that confusion into knowing something new. Being confused is an

inherent aspect of learning. If it all made sense already there wouldn't be anything to learn.

Now that I know this it’s not like school is easy for me, but I do realize that it’s all about finding

the right tactic. I've had to try out different methods and am still experiment with what works.

For some parts of what I've learned, just reading the textbook is enough, for other concepts I've

needed to talk with someone who already understands and then practice, practice, practice. That

seems to be what my brain needs at the moment but I'll keep exploring what works for all of the

things I try to learn. In the end, I think I’ll have a smarter, stronger math brain.

Now It’s Your Turn

Not all students know that it’s common to be confused from time to time in your class but that it

usually gets better as they keep trying and asking questions. We need your help explaining this

idea to next year’s students.

Please write a brief note that explains:

1) Why it’s normal to get confused sometimes when you are learning statistics / math

concepts,

2) Why it’s normal to eventually understand something better if you ask for help from

people, use good strategies, and keep trying.

Please illustrate your answer using examples from your own experiences in the class. For

instance, explain how it might have been confusing when you moved from one topic to another

that you didn't understand as well. Also remind students what you know about the brain—that

the brain is like a muscle that can grow and develop when you challenge it.

When this class started, I was nervous but also excited. I felt like finally I was going to get through the math that had been keeping me behind for so long. And early in the term I got confident because I was able to do some of the basic material, and my teacher had us read something that told us we could improve the math parts of our brains if we took the right steps. Pretty soon, though I started to get lost. We started a new unit / module and I thought to myself “I could do the last one, but this one looks impossible!” I was lost and I was back to my old way of thinking. But as I kept going, I remembered what we learned—that people’s brains learn the most when they’re challenged. Learning is all about the transition from not knowing something (being confused) through that confusion into knowing something new.

○ Currently six mindset boosters

■ MB1: Battling the Mid-Course Break ■ MB2: Starting a New Module with Confidence ■ MB3: Challenge-Seeking ■ MB4: Bouncing Back After a Setback ■ MB5: Loss of Confidence ■ MB6: Studying with Others

Timing Mindset Boosters to Crises of Confidence

Michelle Brock PDSA Cycles The students are eager to please. They feel connected to each other and the class and this appears to make them receptive to participate in anything I introduce to them. I had more students approach me after this assignment to ask questions. There were students who hold negative beliefs about their progress i.e. thinking they were failing miserably when in fact they were very close to proving themselves successful. Students are becoming more open to feedback and asking more questions when they get their feedback on their work.

Effect of “Booster” in 2013 (Michelle Brock)

9%

8% 8%

7%

8% 8%

10%

3.5% 3.5%

0%

2%

4%

6%

8%

10%

12%

Module 7 Module 8 Module 9

Percent of homework assignments missing

2011

2012

2013

“Booster”

Pathways Curriculum + Productive Persistence +

Pathways Teachers

Can Make a Difference

I still remember the lump that sat in my throat as I made my way into my first math class taught by Ms. Sweeney. The painful memory of failing past math courses overwhelmed my mind, leaving no space for hope to exist. I sat down in my assigned seat and waited for the terror to begin, but to my sincere surprise, it never did. Gwen was the first teacher that opened my eyes to see I am capable of understanding and doing well in math. I finally realize after many year in school that I am not hopeless. While I have failed a number of math classes before attending college, that does not mean I will not succeed in this one. I had an awful habit of putting down my pencil and shoving the paper away the instant I found myself confused by a concept. I thought if I never got it before, why would I now? But it was when Ms. Sweeney pointed out the importance, and normality of confusion when learning that I realized it was only an obstacle, not a road block. Today I still struggle, but the difference today as opposed to the math classes before, is that I know if I work at it, I will be able to master it.

Takeaways

1. Initial mindset intervention

– Early in the term

– Follow with a challenging activity

2. Create a culture in support of a mindset

– Formal practices (grading, credit for revision)

– Informal practices (praise, criticism, encouragement)

3. When confidence plummets, use a “booster”

Productive Persistence

Mindsets about social belonging


Emotion-regulation

Skills

Mindsets Mindsets about the value of schoolwork

Learning strategies

Chris Hulleman

Claude Steele, Geoff Cohen Greg Walton

Carol Dweck

Sian Beilock Jeremy Jamieson

We’re Just Getting Started!!

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