behold the turtle
TRANSCRIPT
@JamesNottinghmFacebook.com/ChallengingLearning
So, how do you want to play this?
Nature, nurture, or a bit of both?
Carol Dweck, Professor of Psychology and author of Mindset
Mainly nature Mainly nurtureInnate talents & intelligence
Incremental talents & intelligence
Fixed Growth
This is a self-portrait by Aelita Andre
Jamaica 1 – 2 – 3
NatureNurture
Herts Looked-after Children
Reading 67% (90%)
Writing 54% (87%)
Maths 71% (93%)
Fixed MindsetIntelligence and ability are fixedNature determines talentsI am naturally good at some thingsI’ll always struggle with some things
My prioritieso Prove myselfo Succeed easilyo Avoid failure of any sort
My mottoso No pain, no paino Only stupid people have to tryo Effortlessly superior
Growth Mindset Intelligence and ability can growNurture determines abilitiesI have developed my talentsPotential is there to be realised
My prioritieso Improve myselfo Take challengeso Learn from my mistakes
My mottoso No pain, no gaino Learners always try hardo There’s always room to improve
Closing the Gap?• Yes but painfully slow
“One of the most damaging aspects of the “gift” mentality is that it makes us think we can know in advance who
has the gift …
This, I believe, is what makes us try to identify groups who have it and
groups who don’t.”
Mueller and Dweck, 1998
In six studies, 7th grade students were given a series of nonverbal IQ tests.
The effects of different types of praise
Intelligence praise“Wow, that’s a really good score. You must be smart at this.”
Process praise“Wow, that’s a really good score. You must have tried really hard.”
Control-group praise“Wow, that’s a really good score.”
Mueller and Dweck, 1998
Trial 1 Trial 34.5
5
5.5
6
6.5
Effort Praise
Control Praise
Intelligence Praise
Number of problems solved on a 3rd test
Boys get 8 times more criticism than girls
We found that bright girls didn’t cope at all well with confusion. In fact, the higher the girl’s IQ, the worse she did. This didn’t happen to boys. For them, the higher their IQ, the better they
learned. The confusion only energized them.
Since the high IQ girls had done wonderfully well when they didn’t bump up against difficulty, what we’re looking at here isn’t a difference in ability, but a difference in how students cope
with experiences that may call their ability into question - whether they feel challenged by them or demoralized by them.
Why aren’t more women in science? (S.J. Ceci & W. Williams 2006)
Outdoor learning
Scandinavian ‘curling parents’ FOAFOY
“Cutting the ice” with 3 ½ year olds
Rank order is a fixed mindset concern; Progress is a growth mindset concern
92
85
73
64
43
32
90
86
78
70
41
35
90
85
84
78
40
34
Pre-test
✔✗✔✔✗✗✔✗✔✔ 6/10
10 - 6 = 4
8 – 2 = 6
7 – 0 = 7
✔✔✔✔✔✔✔✔✔✔
Sharp pencilTitleDateCapital LettersFull stopsDescribe the characterDescribe the placeFirst, next, then, finallyAnd, but, so, while, because
✔✔✔✔✗✔✗✔✗
Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔
The typical effect of previewing is
to double the rate of pupil progress
This will give your child an advantage
next week
Preview clubs Homeprep Pre-course reading SEN preview
Learning Detectives ListeningAsking questionsConcentrating
Giving reasonsParaphrasingConnecting
Descriptive wordsConnectivesAdverbsAdjectivesMetaphorsComplex sentences
A few things we can do to develop growth mindsets
1.Talk about building talents rather than spotting gifts
2. Shift the paradigm of expectation
3. Throw obstacles in the way
4. Praise actions, not children
5. Balance success with challenge
6. Preview
7. Train those brains
