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


Our Purpose

by Patrick Giblin

by Patrick Giblin (Inkyhack)

Explore how we can ignite students’ & our own inner drive

http://www.flickr.com/photos/inkyhack/4529263759/in/pool-23172930@N00/






Key lever for Motivation & Efficacy


Fixed Mindset

Intelligence (or an ability) is a

fixed trait

Growth Mindset

Intelligence (or an ability) can

be developed


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.


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?


Do you see these mindsets in students in your school(s)?

Your Turn


The Neuroscience of Learning


Healthy Habits Make a Specific

Difference in Brain

Development


This is also important for


Specifically, why is a growth mindset the key to success as an educator?

13


Study 1:Mindset Impact on Achievement


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.

…


Blackwell, Dweck, & Trzesniewski (2007)

72

73

74

75

76

77

PriorYr Term1 Term2 Term3 Term4

Gra

des

Fixed

Growth

Math Achievement in Junior HS


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


If you think you can catch the bus, you

will run for it!


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…


CASEL

“With an emphasis on self-control, goal-setting, and collaboration,

social and emotional learning can develop the capacity of students

for this work…”


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


Study 2:Example of how we can influence

mindsets


Non-verbal IQ Test: Puzzles


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.”


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?”


Choosing a Challenge After Success

0

25

50

75

100

Intelligence Praise Effort Praise


Number of puzzles solved by each group before failure

# o

f Ea

sie

r P

rob

lem

s So

lve

d


Tota

l # o

f P

rob

lem

s So

lve

d

Failure

Number of puzzles solved

by each group before failure


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


What does “smart” mean?


How do I know whether I am cultivating a

growth mindset in others?


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.


Praise and Feedback: Encourage the

Sticking to it


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


th

Roberlio


Computer-Based Praise Research


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!


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!”


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


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!”


Encouraging statements don’t

help much.

Growth opportunities do.


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


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


Change in Math Grades

Ma

th G

rad

es

% Identified by Teachers as

Increasing in Motivation

9

27

0

5

10

15

20

25

30

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).”


Prepping for perseverance

What are some strategies for teaching students how to

persevere?

Fractions: Got it Not Yet

Perseverance: Fluid…Changing


Outcome: Perseverance


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


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


Learning about the Brain

When students learn that the brain gets stronger…literally

changes with practice, it affects their motivation and ultimately,

their achievement.


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


Talking about the test: Show what you know!

Test-taking tips and reminders about how to

talk about testing.


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.


• how smart you are.

• your potential.

• if you will ever know the material on the test.

It is a snapshot in time!


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!


Mistakes and Learning


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/

http://thetalentcode.com/2013/12/31/how-to-make-better-mistakes/










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.”


• Boo Boo Party: I am so glad I made a mistake because…

• Pits and Cherries

• Failure Bows

• “I had a learning today.”


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…


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

65

B

R

A

I

N


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


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

www.mindsetworks.com

http://www.mindsetworks.com/


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.

68


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?


(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


What is inspiring you today?

Talk with a partner about where you see opportunity to share

mindset with your school, students, or

family.


Want more?

• Student Intervention

• EducatorKit: School-wide

resources and tools

• Growth Mindset Community

www.mindsetworks.com

http://www.mindsetworks.com


What is something that you

do well?


Questions?

What will you take away?


TM

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