Ignite Learning with a Growth...
Transcript of Ignite Learning with a Growth...
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Ignite Learning with a
Growth Mindset!Emily Diehl, Mindset Works
Director, K-12 professional learning and curriculum design
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Our Purpose
by Patrick Giblin
by Patrick Giblin (Inkyhack)
Explore how we can ignite students’ & our own inner drive
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Key lever for Motivation & Efficacy
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Fixed Mindset
Intelligence (or an ability) is a
fixed trait
Growth Mindset
Intelligence (or an ability) can
be developed
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good at certain things.
If I make mistakes, people
fixed mindsetsI get
embarrassed if I have to work
hard.
raise my hand because I might make a mistake.
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I can learn new things if I work
hard, get
give up.
growth mindsets
I want to learn new things, even
at the beginning.
I worked hard for
of it!
Bummer, that hurts. But what can I learn from
this?
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Do you see these mindsets in students in your school(s)?
Your Turn
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The Neuroscience of Learning
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Healthy Habits Make a Specific
Difference in Brain
Development
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This is also important for
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Specifically, why is a growth mindset the key to success as an educator?
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Study 1:Mindset Impact on Achievement
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Mindset Impact on Achievement
Study #1 on Students Making a Transition to 7th Grade, from: Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit Theories of Intelligence
Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78. 246-263.
- Your intelligence is something you can't change very much.
- You can learn new things, but you can't really change your
basic intelligence.
- No matter who you are, you can change your intelligence a
lot.
…
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Blackwell, Dweck, & Trzesniewski (2007)
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PriorYr Term1 Term2 Term3 Term4
Gra
des
Fixed
Growth
Math Achievement in Junior HS
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MESH skills
Mindsets, Essential Skills, and Habits
Key competencies that can be taught in a school setting to help students succeed.
growth mindset
Self-efficacy
Self-management
Social awareness
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If you think you can catch the bus, you
will run for it!
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CASEL
“As states begin to implement the CCSS, there is an opportunity to leverage
social and emotional learning to facilitate the higher-order instruction and engagement required by college
and career-readiness standards…
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CASEL
“With an emphasis on self-control, goal-setting, and collaboration,
social and emotional learning can develop the capacity of students
for this work…”
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persevere
use tools
Solve problems
contextualize
repetition
Conjecture/critique
Model &estimate• Students must learn to
persevere in meeting the new standards.
• They must manage and regulate their emotions, tactics, and attention.
(Brackett, Rivers, Reyes, & Salovey, 2012).
8 Mathematical Practices
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Study 2:Example of how we can influence
mindsets
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Non-verbal IQ Test: Puzzles
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SUCCESS!
INTELLIGENCE PRAISE
“Wow, that’s a really good
score. You must be smart at
this.”
EFFORT PRAISE
“Wow, that’s a really good
score. You must have tried
really hard.”
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The Question for the next two tasks:“Do you want another question like the first
one, or do you want one that will be harder, but you will learn a lot from it?”
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Choosing a Challenge After Success
0
25
50
75
100
Intelligence Praise Effort Praise
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Number of puzzles solved by each group before failure
# o
f Ea
sie
r P
rob
lem
s So
lve
d
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Tota
l # o
f P
rob
lem
s So
lve
d
Failure
Number of puzzles solved
by each group before failure
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Lying: Students who misrepresented their scores
Pro
po
rti
on
of
Ch
ild
ren
0
0.1
0.2
0.3
0.4
Intelligence Effort
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What does “smart” mean?
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How do I know whether I am cultivating a
growth mindset in others?
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The Impact of Intelligence Feedback/Praise
When we
You will get this right away.
going to be easy.
They
If I take risks and make
best.
as smart.
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Praise and Feedback: Encourage the
Sticking to it
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How do you think a fixed mindset might have held you back?
In 1 minute, tell your neighbor a story about an area where you have had a fixed mindset and what the effect
of that has been.
sportsacademics
relationships performing arts
exercisefine arts
career growth
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th
Roberlio
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Computer-Based Praise Research
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A Study about Messages
Group 1:
“Some of these problems are hard. Do your best.”
“If at first you don't succeed, try again.”
“Set your goals high, and don't stop until you get there!”
Encouraging!
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A Study about Messages
Group 2:
“Remember, the more you practice the smarter you become!”
“When you learn a new kind of math problem, you grow your math brain!”
“The harder you try the better you get!”
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Correct Answers Post-Treatment 1
00
10
51
10
11
51
20
Control General Encouragement Growth Mindset
# o
f corr
ect
answ
ers
in p
ost-
treatm
ent
n = 250,000
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What is the difference?
Encouraging:“Some of these problems are hard. Do your best.”“If at first you don't succeed, try again.”“Set your goals high, and don't stop until you get there!”
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!”
“The harder you try the better you get!”
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Encouraging statements don’t
help much.
Growth opportunities do.
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We may understand that people can change and grow, but fear that they won’t.
We have influence.46
Bringing Hope Back Into the Equation
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Ideas about Intelligence(Blackwell, Trzesniewski, & Dweck, 2007)
Control Group
Study Skills Training
Basic Brain Facts
Experimental Group
Study Skills Training
Basic Brain Facts
Malleable Intelligence
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Change in Math Grades
Ma
th G
rad
es
% Identified by Teachers as
Increasing in Motivation
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20
25
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Control Growth
Impact of Teaching a Growth Mindset
Study #2 on mindset intervention with students
making the transition to 7th grade, from:
Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007).
Implicit Theories of Intelligence Predict Achievement
Across an Adolescent Transition: A Longitudinal Study
and an Intervention. Child Development, 78. 246-
263.
“Your workshop has already had an effect. L, who
never puts in any extra effort and often doesn’t turn in
homework on time, actually stayed up late working for
hours to finish an assignment early so I could review it
and give him a chance to revise it. He earned a B+ on
the assignment (he had been getting C’s and lower).”
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Prepping for perseverance
What are some strategies for teaching students how to
persevere?
Fractions: Got it Not Yet
Perseverance: Fluid…Changing
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Outcome: Perseverance
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Dear Ms. Maichin,
Justin asked me to email you since I forgot to mention something in the parent-teacher conference. After not working on Khan Academy over February break, he said that he didn't want you to think he had a "fixed mindset." (I loved it when he used that term.) I explained to him today that you know he wants to learn but that you really want him to push himself to do more, as do I.
Thanks.
Jennifer
Perseverance: Fluid…Changing
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4 Things You Can Teach to Prepare Students to Persevere
1. Your Brain, Your Habits, Your Skills are Malleable
2. What is the purpose of the test?
3. How to Learn from Mistakes
4. Be Resourceful – Use Strategies
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Learning about the Brain
When students learn that the brain gets stronger…literally
changes with practice, it affects their motivation and ultimately,
their achievement.
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Critical Intervention: You Can Grow Your Intelligence
• Build Scientific Models: Pipe Cleaner Neurons
• Animations of neural networks and neuro-plasticity
• Art/drawing on a brain graphic when acquiring new knowledge or practice
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Talking about the test: Show what you know!
Test-taking tips and reminders about how to
talk about testing.
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Why do we take the test?
We take the test…
1. to show how much you are learning.
2. to show how much more growth you can make.
3. to show if you know the material that is on the test.
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• how smart you are.
• your potential.
• if you will ever know the material on the test.
It is a snapshot in time!
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Message: Relax , use your best effort, work hard, use your strategies, dig in!
This is a great chance to dig in and find out what you know.
Then use the information when you get the results back to GROW!
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Mistakes and Learning
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Mistakes are beautiful.
Fail fast and often.
Errors are opportunities.
Are you sure?
From Daniel Coyle’s blog: http://thetalentcode.com/2013/12/31/how-to-make-better-mistakes/
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How do mistakes help learning?Paying attention to WHY and HOW we made the mistake – then finding a new strategy…
THAT is what makes a mistake “good.”
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• Boo Boo Party: I am so glad I made a mistake because…
• Pits and Cherries
• Failure Bows
• “I had a learning today.”
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Be Resourceful Use StrategiesWhat works for you?
– Open up the challenge math practice on the computer. Stare at it.
– Now stare at it harder.
– Close that window and open your email.
– Rummage through backpack and get a snack.
– Re-open the window and start over.
– Click through quickly to get it done.
– Open the challenge math practice and lay out your notes next to the mouse.
– Look for similarities between the class practice and the computer practice.
– Try a few out and see what happens.
– Look at what the guy next to you is doing. Ask a clarifying question.
– Try a few more and see if it goes any better…
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Strategies for Growth
Break it Down: Chunking to smaller bits
Repeat: Distributed Practice
Action: Using all of your senses
Information Search: Asking for strategies
Never Give Up: Always learning
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B
R
A
I
N
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1. May I please have more information?
2. May I have some time to think?
3. Would you please repeat the question?
4. Where could I find more information about that?
5. May I ask a friend for help?
Source: Jeff Dunn, @edudemic
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a) Assess, give feedback on, & recognize effort
b) Teach students and parents about the different kinds of effort they can use
c) Help people self-monitor and target areas of effort to develop
Effective Effort Rubric
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Effective Effort Rubric In Practice
After a summative test
Have students sit down with the rubric and highlight the behaviors they had leading up to the test.
On the back, ask them to write to you about what they would do differently.
Before taking on a new learning goal
Have students look at 1-2 strands at a time for a week.
Ask them to reflect about how they typically react. Discuss concrete examples of what a growth minded reaction would look like.
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Metacognitive Reflections and Pre-flections
I. What was your approach? What strategy did you use?
II. What are some possible places you might have “gone wrong”?
III. When did you put in the most effort? Explain why and what you did.
IV. What was the hardest part?
I. What could be your approach? What strategies come to mind that might help you succeed?
II. Before beginning, explain what might go wrong if you are not careful.
III. What will be the toughest thing to do? Why?
IV. What are you most prepared for?
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(Mindset)
Clarity• Growth Mindset is NOT:
– Encouraging one another
– Seeing effort as good
– Challenging oneself
– Persevering, never giving up
– Learning from mistakes
• Growth Mindset is: understanding we can develop our abilities
Belief Behavior Outcomes
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What is inspiring you today?
Talk with a partner about where you see opportunity to share
mindset with your school, students, or
family.
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Want more?
• Student Intervention
• EducatorKit: School-wide
resources and tools
• Growth Mindset Community
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What is something that you
do well?
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Questions?
What will you take away?
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