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Mindset & Math Barb Bouthillier Slide 2 Context for this talk Slide 3 Slide 4 Something more is going on.. 1 st Generation College Students Stereotype Threat Hope GRIT LIFE Slide 5 Carol Dweck Stanford University psychologist Carol Dweck, in decades of research on achievement and success, has discovered a truly groundbreaking ideathe power of our mindset. Slide 6 Academic Mindset Passion and Purpose Grit and Growth Identity and Community Snipes, Fancsali. & Stoker, (2012) Slide 7 Intelligence, Ability, Talent.... are all fixed entities; you get what you get. Intelligence, Ability, Talent.... are all growable; they can be developed. Slide 8 Want to appear smart Believe math comes easily to smart people Wont ask questions Do not seek out help Avoid any behavior that indicates they dont understand Want to learn Willing to work at learning Ask questions Get help when needed More concerned about learning than what other people think Slide 9 Believe smart people dont struggle Struggle means I am not smart Would rather give up than appear to be stupid Avoid inevitable failure by not engaging Struggle is a part of learning Intelligence develops through struggling Embrace the challenge Develop persistence and resilience Slide 10 Confirmation of lack of ability Stamp of approval that their mindset is correct Indication that there is room for improvement Might be a setback but just means they need to try a different approach or practice more. Power of Yet Slide 11 The final result is that people with fixed mindsets don't try. Unwillingness to struggle and fear of failure confirm their notion that they simply do not have the "right stuff." For people with growth mindsets, the final result is that they push themselves to accomplish more. With the motto of "I am not there yet" they constantly accept the challenge to learn something new. Slide 12 Strategies to Develop Growth Mindset Slide 13 Slide 14 ExplicitImplicit Slide 15 Explicit Instruction Teach students about growth and fixed mindsets. Teach them about brain plasticity. Teach them how to grow their brains. Slide 16 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, Study 2 7 th Grade students Control group taught about stages of memory Growth group training in the growth mindset; how the brain grows; how to apply this idea to schoolwork Slide 17 % Identified as Increasing in Motivation From Making the Case for Brainology Ppt. at http://www.mindsetworks.com/program/making -the-case-for-brainology.aspx http://www.mindsetworks.com/program/making -the-case-for-brainology.aspx Slide 18 Change in Math Grades Math Grades From Making the Case for Brainology Ppt. at http://www.mindsetworks.com/program/making-the-case-for-brainology.aspxhttp://www.mindsetworks.com/program/making-the-case-for-brainology.aspx Slide 19 What I did: Other Ideas? Slide 20 Implicit Instruction Picked up from attitudes and responses. Communicated by systems and policies. The way we express affirmation. Slide 21 Attitudes and Responses: Example from Facebook Your son is smarter than the person who wrote that question. It is just stupid! Comments: Slide 22 Attitudes and Responses As teachers how do we respond when Students struggle Students fail Students succeed What do we reward? Slide 23 Each student worked on a non-verbal IQ test & was given either intelligence praise, effort praise, or generic praise. Intelligence Praise Wow, thats a really good score. You must have tried really hard. Effort Praise Wow, thats a really good score. You must be smart at this. Control Group Wow, thats a really good score. Mueller, C. M. & Dweck, C. S. (1998). From Making the Case for Brainology Ppt. at http://www.mindsetworks.com/program/making-the-case-for-brainology.aspxhttp://www.mindsetworks.com/program/making-the-case-for-brainology.aspx Slide 24 # of problems solved on the IQ test Trial 1 (before failure) and Trial 3 (after failure) # of Problems Solved From Making the Case for Brainology Ppt. at http://www.mindsetworks.com/program/making-the-case-for-brainology.aspxhttp://www.mindsetworks.com/program/making-the-case-for-brainology.aspx Slide 25 Lying: Students who misrepresented their scores Proportion of Children From Making the Case for Brainology Ppt. at http://www.mindsetworks.com/program/making-the-case-for-brainology.aspxhttp://www.mindsetworks.com/program/making-the-case-for-brainology.aspx Slide 26 Conclusion If having a growth rather than a fixed mindset can make a difference for our students is it worth investing in helping them change their mindset? Slide 27 References 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. Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.. Murphy, L., & Thomas, L. (2008). Dangers of a Fixed Mindset: Implications of Self-theories Research for Computer Science Education. ITiCSE 08 June 30July 2, 2008. Snipes, J., Fancsali, C., & Stoker, G. (2012). Student academic mindset interventions: A review of the current landscape. Retrieved from https://www.impaqint.com/sites/default/files/files/ impaq%20student%20academic%20mindset%20interventions%20report%20august%202012_0.pdf Charts for Studies taken from Making the Case for Brainology Powerpoint at http://www.mindsetworks.com/ program/making-the-case-for-brainology.aspxhttp://www.mindsetworks.com/ program/making-the-case-for-brainology.aspx