a growth mindset: motivated students in charge of their own learning how do we get there?
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A Growth Mindset: Motivated Students in Charge of Their Own Learning How Do We Get There?. Amy Miller and Maria Katsaros-Molzahn Coordinator of Teacher of Advanced Learners Advanced Learning Oregon School District Oregon School District - PowerPoint PPT PresentationTRANSCRIPT
A Growth Mindset: Motivated Students A Growth Mindset: Motivated Students in Charge of Their Own Learningin Charge of Their Own Learning
How Do We Get There?How Do We Get There?
Amy MillerAmy Miller and and Maria Katsaros-MolzahnMaria Katsaros-Molzahn Coordinator of Coordinator of Teacher of Advanced Learners Teacher of Advanced Learners Advanced Learning Oregon School DistrictAdvanced Learning Oregon School District Oregon School DistrictOregon School District
Wisconsin Association of Talented and Gifted ConferenceWisconsin Association of Talented and Gifted ConferenceOctober 12, 2012October 12, 2012
Adapted from the Centre for Confidence and WellbeingAdapted from the Centre for Confidence and Wellbeing and the Government of Scotlandand the Government of Scotland
Learning TargetsLearning Targets Understand two types of MindsetsUnderstand two types of Mindsets
Understand factors influencing MindsetsUnderstand factors influencing Mindsets
Review how learning impacts brain Review how learning impacts brain growthgrowth
Learn classroom strategies to support Learn classroom strategies to support Growth Mindset everydayGrowth Mindset everyday
Prime MinisterPrime Minister
Winston Churchill Winston Churchill REPEATEDREPEATED a a grade during grade during elementary schoolelementary school
He was placed in He was placed in the the LOWEST LOWEST division of the division of the LOWESTLOWEST class class
ComposerComposer
Beethoven’s teacher Beethoven’s teacher called him a called him a HOPELESSHOPELESS
composercomposer
He wrote He wrote 5 5 of his of his greatest greatest
SYMPHONIES SYMPHONIES while while DEAFDEAF
WriterWriter
Leo Tolstoy Leo Tolstoy dropped dropped out of collegeout of college
He was described He was described as both “as both “UNABLE UNABLE and unwilling toand unwilling to
LEARNLEARN" "
Role modelsRole models
……..Einstein'sEinstein's teacher said that he was teacher said that he was ‘academically subnormal‘academically subnormal’’
……..Michael Jordan'sMichael Jordan's coach said that he coach said that he wasn’t more talented than other peoplewasn’t more talented than other people……
……....Walt DisneyWalt Disney was told that he lacked was told that he lacked ‘creative imagination’‘creative imagination’
MindsetMindset
Related to your belief about abilityRelated to your belief about ability
Creates a whole mental world for you to Creates a whole mental world for you to live inlive in
FixedFixed Mindset – ability cannot change Mindset – ability cannot change~40% of Population~40% of Population
GrowthGrowth Mindset – ability can change Mindset – ability can change (grow) ~ 40% of Population(grow) ~ 40% of Population
Motivational Motivational Framework supporting Framework supporting
mindsetsmindsetsGoalsGoals
ResponsesResponsesEffortEffort
StrategiesStrategies
For Some…For Some… Goals =Goals = PerformancePerformance
Those with a Those with a FIXED MINDSETFIXED MINDSET tend to tend to create create PERFORMANCE PERFORMANCE goals. goals.
They believe that a person’s They believe that a person’s POTENTIALPOTENTIAL can be can be MEASUREDMEASURED.. They aim to receive They aim to receive validation from others.validation from others.
Receiving low marks mean that they are Receiving low marks mean that they are not smart.not smart.
Both success and failure cause Both success and failure cause ANXIETY.ANXIETY.
For Others…For Others… Goals MeasureGoals Measure LearningLearning
Those with a growth mindset tend to Those with a growth mindset tend to create create LEARNING LEARNING goals.goals.
The goal is The goal is MASTERY MASTERY and and COMPETENCE.COMPETENCE.
Scores and marks reflect how people are Scores and marks reflect how people are doing doing NOWNOW and do not measure a and do not measure a person’s potential.person’s potential.
Creating goals for learning has shown to Creating goals for learning has shown to INCREASE PERFORMANCEINCREASE PERFORMANCE and and enjoyment and decrease negative enjoyment and decrease negative emotion.emotion.
Response…Response… HelplessHelplessWhen faced with failure or challenge, people When faced with failure or challenge, people
with a FIXED mindset:with a FIXED mindset:
do not pay attention to learning informationdo not pay attention to learning information
get depressed, become get depressed, become de-energizedde-energized and and lose self-esteemlose self-esteem
denigrate their intelligence: ‘I am stupid’denigrate their intelligence: ‘I am stupid’ under-represent past successes and over-under-represent past successes and over-
represent failures (pessimism)represent failures (pessimism)
Response…Response… Mastery Mastery Pay attention to learning information, and so do Pay attention to learning information, and so do
better on future tests.better on future tests.
Focus on what they are learning, rather than Focus on what they are learning, rather than focusing on how they feel.focusing on how they feel.
Try out new ways of doing things.Try out new ways of doing things.
Use self-motivating statements such as “The Use self-motivating statements such as “The harder it gets the harder I try”.harder it gets the harder I try”.
When faced with tests which are impossible to When faced with tests which are impossible to pass they will factor in other reasons and not pass they will factor in other reasons and not blame their intellect i.e. this test was beyond blame their intellect i.e. this test was beyond my ability for now.my ability for now.
EffortEffort Those with a Those with a fixed fixed
mindsetmindset view effort as a view effort as a reflectionreflection ofof lowlow intelligence.intelligence.
Hard work means ‘I don’t Hard work means ‘I don’t get it’, ‘I’m unintelligentget it’, ‘I’m unintelligent
Effort = lack of abilityEffort = lack of ability
Those with a Those with a growth growth mindsetmindset see effort as a see effort as a necessary part of necessary part of success.success.
They They try hardertry harder when when faced with a setback.faced with a setback.
Effort = successEffort = success..
They use effort to They use effort to overcomeovercome difficulty.difficulty.
EffortEffort
People were asked about intelligence and People were asked about intelligence and how much they thought it was down to how much they thought it was down to effort and how much they thought it was effort and how much they thought it was about abilityabout ability
Intelligence=______% effort _______% Intelligence=______% effort _______% abilityability
Fixed = 35% effort vs. 65% abilityFixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% abilityGrowth = 65% effort vs. 35% ability
Strategies Used: Strategies Used: Fixed MindsetFixed Mindset
Carol Dweck has found that students with Carol Dweck has found that students with a fixed mindset consistently use the wrong a fixed mindset consistently use the wrong strategy when faced with a problem.strategy when faced with a problem.
Then they disengage from the problem.Then they disengage from the problem.
Finally, they give up.Finally, they give up.
Strategies:Strategies: Growth MindsetGrowth Mindset
People adopting a growth mindset tend to People adopting a growth mindset tend to generate other, and new, ways to do generate other, and new, ways to do things.things.
If one route doesn’t work they will try If one route doesn’t work they will try others.others.
They will think ‘outside of the box’ to They will think ‘outside of the box’ to solve problems because they believe that solve problems because they believe that they ‘can’.they ‘can’.
PraisePraise
People are very sensitive to the messages People are very sensitive to the messages they receive about themselves.they receive about themselves.
The way we interact with students can The way we interact with students can foster either a growth or a fixed mindset.foster either a growth or a fixed mindset.
Praise forPraise for EffortEffort vs. Praise for Ability. vs. Praise for Ability.
85% of parents thought that praising 85% of parents thought that praising ability was a good thing to doability was a good thing to do
Set of 6 studies of childrenSet of 6 studies of childrenPraised for Ability/Intelligence
Praised for Effort
Goals 66% of the group createdperformance goals
90% of the group created learning goals
Enjoyment decreased continued
Persistence decreased continued
Performance declined improved
Lied about scores
40% one individual
Good Feedback is ImportantGood Feedback is Important
Constructive criticism is necessary if we Constructive criticism is necessary if we want people to develop and learn.want people to develop and learn.
Praise is not a villain – praising for the Praise is not a villain – praising for the effort and the process will help the person effort and the process will help the person become more motivated and ultimately become more motivated and ultimately more resilient.more resilient.
The body in the brainThe body in the brain
A homunculus is used to A homunculus is used to describe the relative describe the relative amount of space our body amount of space our body parts occupy in the brain.parts occupy in the brain.
In a model of motor In a model of motor functions, some parts are functions, some parts are much bigger because we much bigger because we use them much more, or use them much more, or with more accuracy.with more accuracy.
The more we use a The more we use a part of our body, the part of our body, the more space our brain more space our brain needs to control or needs to control or interpret it.interpret it.
In fact, by learning the In fact, by learning the brain may have to brain may have to change the space it change the space it uses to account for uses to account for new abilities.new abilities.
The body in the brainThe body in the brain
Evidence from neuroscienceEvidence from neuroscience
Rats in a rich environment have heavier Rats in a rich environment have heavier brains, by 10%, than those in a boring brains, by 10%, than those in a boring environment.environment.
Taxi drivers have bigger areas which deal Taxi drivers have bigger areas which deal with 3D space – the hippocampus - than with 3D space – the hippocampus - than non-taxi drivers.non-taxi drivers.
Musicians have a larger auditory cortex.Musicians have a larger auditory cortex.
How to We Promote a Growth How to We Promote a Growth Mindset?Mindset?
Dweck suggests that we need to teach about Dweck suggests that we need to teach about the brain and how the brain learns. (ALL the brain and how the brain learns. (ALL AGES)AGES)
Praise for strategies, effort and processes Praise for strategies, effort and processes rather than for intelligence or ability.rather than for intelligence or ability.
Share positive stories about adults who have Share positive stories about adults who have succeeded with effortsucceeded with effort
Have Students write about their growth Have Students write about their growth mindset experiencesmindset experiences
SummarySummary A growth mindset…A growth mindset…
– helps students to be motivatedhelps students to be motivated– Creates confident students willing to take on Creates confident students willing to take on
challenges.challenges.– can be learned at anytime.can be learned at anytime.
Can be fostered by…Can be fostered by…– The type of feedback we give The type of feedback we give – Teaching children about the brain’s huge Teaching children about the brain’s huge
potential.potential.– Sharing examples of Role Models gives Sharing examples of Role Models gives
evidence of the growth mindset in action.evidence of the growth mindset in action.