THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional...
-
Upload
natalia-hundley -
Category
Documents
-
view
215 -
download
1
Transcript of THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional...
![Page 1: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/1.jpg)
THE SCIENCE OF GROWTHPart 2
![Page 2: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/2.jpg)
•2nd BIG IDEA•1. Emotional Integration
2. NEUROGENESIS
![Page 3: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/3.jpg)
ADOPTION STUDY 4-6 yr olds
![Page 4: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/4.jpg)
•IQ IS NOT FIXED!
•TEACHERS
•CHANGE
•BRAINS!
![Page 5: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/5.jpg)
•FIXED AND
•GROWTH
•MINDSETS
![Page 6: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/6.jpg)
• My intelligence is a fixed trait - I have a certain amount and that’s it. [“So I worry about how much I have. I must look clever at all costs.”]
• I feel clever when things are easy, where I put in little effort and outperform my peers.
[“Effort and difficulty call y intelligence into question, so I feel stupid.”]
• I need easy successes to feel clever. [“Challenges threaten my self-esteem, so I won’t engage in them.”]
• I don’t want to have my inadequacies and errors revealed. [“I will withdraw from valuable learning opportunities if I think this might happen.”]
• Even if I’m doing well initially, I won’t be able to cope with a problem or obstacle. [“I really disengage from tasks when obstacles occur.”]
Characteristics of a ‘Fixed’ Mindset
![Page 7: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/7.jpg)
• Intelligence is something I can increase through my own efforts. [“I am keen to work hard and learn as much as I can.”]
• I acknowledge that there are differences between people in how much they know and how quickly they master things.
[“I believe everyone with effort and guidance can increase their intellectual abilities.]
• I love to learn something new. [“I will forego the chance to look clever in favour of learning something new.”]
• I am excited by challenge. [“I throw myself into difficult tasks and stick with them. I set goals and make sure when I have strategies to reach them.”]
• I feel clever when... [I am fully engaged with a new task, exerting effort to master something , stretching my skills and putting my knowledge to good use. eg. helping other pupils learn.”]
“Active Learning Through Formative Assessment” by Shirley Clarke Hodder Education
Characteristics of a ‘Growth’ Mindset
![Page 8: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/8.jpg)
YR 6 Angi Gibson Tyneside, England
Initial evaluation September 2006:
• 18% had a growth mindset• 11% were borderline and • 71% were fixed.
Case Study
![Page 9: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/9.jpg)
“We need to transform ‘difficulty’ into ‘new or deeper learning’ and
avoid expressing sympathy when children encounter failure or
difficulty. We need to show enthusiasm about challenging tasks
and ensure that failure is followed up by celebration of what has
been learnt by the experience, in terms of new strategies needed.
By doing this we help ensure that challenge and effort are things
that enhance self-esteem rather than threaten it.”
Shirley Clarke
Modelling a GROWTH Mindset
![Page 10: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/10.jpg)
Techniques:
1. Build self-esteem and belief in self-ability
2. Reinforce and encourage steps of learning
3. Celebrate an awareness of self-recognition
Case Study
![Page 11: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/11.jpg)
Strategies:• Peer teaching• Meaningful praise• Highlighted how the wrong answer is a positive thing - something to learn from.• More pupil talk• Increased belonging, self-worth and importance• Problem-solving/ mind-mapping • Higher order questioning• Collecting facts before making judgements• Regular post-analysis of work• Goal setting• Parent information• Teach how to assess own work• Music for mood and atmosphere• Talk about emotions during learning• Teach relaxation (& brain gym)• Celebrate all successes...
Case Study
![Page 12: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/12.jpg)
YR 6 Angi Gibson
In January 2007, (3 months later) Retested:
• 85% growth mindset• 4% borderline• 11% fixed
Case Study Results
![Page 13: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/13.jpg)
Impact on Learners...
“The effect of this on their learning was phenomenal. Most totally tuned into learning – hungry for it. They were no longer just content with finishing a piece of work – it had to challenge them…. Their confidence and self-belief was overwhelming and they were not scared of challenges any more – they were welcoming them.”
‘Active Learning Through Formative Assessment’ by Shirley Clarke p 28
![Page 14: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/14.jpg)
NOTES TO SELF: [These things promote Neurogenesis]
• Provide enrichment [Variety is the magic key]
[multi-senses, novelty, challenge & feedback, nutrition
positive social bonding]
![Page 15: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/15.jpg)
NOTES TO SELF: [Implications for my teaching]
• Provide enrichment
• Physical activity
![Page 16: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/16.jpg)
6000
5000
4000
3000
2000
1000
0
with exericse without exercise
5000
4000
3000
2000
1000
0
Experiment Shows Exercise Doubles Production of New Brain
Cells
![Page 17: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/17.jpg)
NOTES TO SELF: [Implications for my teaching]
• Provide enrichment
• Physical activity
• Reduce stress
![Page 18: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/18.jpg)
How much can environments affect brain structure?
![Page 19: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/19.jpg)
Effects of acute environmental stress on growth of new neurons
Bars = Number of New Neurons
Normal Stressed
3500
3000
2500
2000
1500
![Page 20: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/20.jpg)
NOTES TO SELF: [Implications for my teaching]
• Emphasize deep focus [critical thinking]
eg. The intellectual rubberband
• Provide challenge, feedback and novelty
• Provide meaning and relevance to learning tasks
• Chunk knowledge [multiple pathways]
• Provide enrichment
• Physical activity
• Reduce stress / provide good nutrition
![Page 21: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/21.jpg)
Arrange SUCCESSES for them.
We teach CHILDREN, not subjects.
CELEBRATE them
In CONTENTIn PROCESS
![Page 22: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/22.jpg)
![Page 23: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/23.jpg)
![Page 24: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/24.jpg)
•“It’s not one single strategy, its not a single great day or activity that creates success stories. It’s the aggregate of relentless, sustained, positive, enriching, skill-building that transforms students.”
•Eric Jensen
![Page 25: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/25.jpg)
•“Do not neglect your gift... be diligent in these matters, give yourself wholly to them, so that everyone may see your progress.”
•1 Tim 4: 14,15
![Page 26: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/26.jpg)
THE SCIENCE OF GROWTH
![Page 27: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/27.jpg)
NOTES TO SELF: [These things promote Neurogenesis]
• Provide enrichment [Variety is the magic key]
Positive social bonding
Mice Study
1) remained in home cage 2) 12 hrs daily of restraint stress 3) social reorganization
All infected with respiratory virus
Match the 3 groups abovewith their mortality rates below:a) 8% b) 15% c) 70%
(Padgett and Sheridan, 1999)
![Page 28: THE SCIENCE OF GROWTH Part 2. 2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS.](https://reader036.fdocuments.in/reader036/viewer/2022062515/56649c6f5503460f9492232f/html5/thumbnails/28.jpg)
NOTES TO SELF: [These things promote Neurogenesis]
• Provide enrichment [Variety is the magic key]
Positive social bonding Study Results:
1) Remained in home cage
a) 8% mortality
2) 12hr. daily of restraint stress
b) 15% mortality
3) Social reorganization
c) 70% mortality!