lnnz james anderson mindset slides.compressed · lewis terman - genetic studies of genius...
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Mindsets !!
with James Anderson
James Anderson
• Classroom Teacher and Curriculum Leader
• Established and lead the Habits of Mind Teachers Network throughout Australia
• School Consultant
• Lead Habits of Mind Expo’s 2007,09,11, 13 and online in 2014
• Contributor to Costa and Kallick’s “Leading and Learning with Habits of Mind” & “Habits of Mind Across the Curriculum”
• Director Mindful by Design
• International Affiliate for the Institute for Habits of Mind
• Author “Succeeding with Habits of Mind”
• Certified by Mindset Works
james@mindfulbydesign.comwww.habitsofmind.orgwww.mindfulbydesign.com
S t r e t c h your brain
toThink Like A Growth
Mindset Teacher
What will you be doing this year to help make your
students more intelligent?
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Some testing questions....
• Are you able to quickly predict who’ll get the A’s in your class, and who’ll get the D’s?
• Could you easily write the reports for your students after having met them for only a few weeks?
• Do you believe student potential?
• You might find that you have a relatively fixed view of students intelligence and ability.
What is it? Success
Achieving a Goal that Requires EffortSuccess
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IntelligenceBehaving in a way that brings about success
Someone you admire for their abilities.
This isn’t the same as their life style!This is someone you admire for
who they are and what they’ve achieved.
Character. Abilities. Talents. Intelligence
Think of someone you consider Successful
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Why not you?What’s holding you back?
How often do you see abilities presented like this?
Posters available from www.mindfulbydesign.com
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Mindset Profile Tool
The Greatness GapWhat’s your excuse?
Intelligence?
• Defined as the ability to create something valued by society
• Recognises that intelligence is not of one type
• Acknowledges that individuals are born with differences
• Asserts that everyone can develop and extend each of these intelligences
Howard Gardener’s Multiple Intelligences
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Measuring IQ - Alfred Binet
A few modern philosophers … assert that an
individuals intelligence is a fixed quantity, a
quantity which cannot be increased.
We must protest and react against this brutal
pessimism …With practice, training, and above
all, method, we manage to increase our attention,
our memory , our judgement and literally to
become more intelligent than we were before.
Lewis Terman - Genetic Studies of Genius
• Developed the Modern IQ tests know as the Stanford-Binet IQ test
• Genetic Studies of Genius
• 1500 “Exceptionally Superior” Children
• Tracked through School
• Adult Achievers?
• Follow Up Study - “Regrets of Ternman’s Geniuses
Innate intelligence = car you drive
Success = how well you drive the car
Edward de Bono makes an analogy between innate intelligence / success and the car you drive:
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Teachers and parents need to be the driving instructor. !
We have to teach children to use their minds WELL!!
Intelligence? Can it be Learnt & improved?
K. Anders Ericsson - The Acquisition of Excellence
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Do you have a good memory?
Improving Aspects of Intelligence - The Story of S.F
• Can an aspect of intelligence be improved?
• Memory
• Average student
• Remembering strings of random digits
• How many could you remember?
• 1 hour practice a day
• 190 Hour total
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!
Can I.Q Change?
!
Is I.
Q. I
mpo
rtan
t fo
r su
cces
s?
Can I.Q scores change? - The Flynn Effect
• I.Q is a relative score
• Populations are measured, scores standardised and mean is defined as 100
• What happens to scores over time?
100
Score
Number Of !
People
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Can I.Q scores change? - The Flynn Effect
• What happens when scores from the 1900’s are compared to scores from today?
• Average IQ scores have been increasing by around 3 points every 10 years
• By today’s standards your grandparents had average IQ of 60 - morons.
60
Score
Number Of !
People
100
Today1900’s
The Flynn Effect - What does it mean?
• Success
• IQ is not directly related to success.
• Obviously our grandparents were successful
• IQ can change
• Changes in education and society have significant impacts on IQ
Maze Bright & Maze Dull Rats
Changing your brain!
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London Taxi Drivers Brains that change with learning!
Street Map of London London’s “Tube” Network
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Hippocampus
Toes
Genitals
Somatotopic Map of the BrainJam
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Success and Intelligence - Robert Sternberg (2005)
The lack of correlation between expertise and IQ scores demands nothing less than a whole new definition of intelligence
Intelligence represents a set of competencies [which are] in development.
In other words, intelligence isn’t fixed. Intelligence isn’t general, intelligence is not a thing. Intelligence is a dynamic, diffuse and ongoing process.
Born with Talent?
Where does Talent come from?
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The Circular Logic of Talent
When we say someone is talented, we think we mean they have some innate predisposition to excel [a talent of gift].
But in the end we only apply the term retrospectively, after they have achieved significant achievements
Daniel Levitin Leading neuroscientist and musicologist
!
Searching for Talent in Music
Searching for the Signature of Talent
Daniel Levitin studied top musicians at colleges for the arts
• Soloists
• Concert musicians
• Teachers
What separated these people?
PRACTICE!
Talents and Gifts - The Product of Practice
The Product
of
Practice
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Is it really enough?
How to acquire talent
• Rehearsal is not the same as purposeful practice
• Focus on improvement - working in “Goldilocks zone”
• 10 000 hour rule*
• In virtually every field of endeavour it takes a out 10 000 hours of deliberate practice to achieve expert performance.
• Only do approx. 3 hours a day
• Often not enjoyable
Purposeful Practice
Canadian Ice Hockety Team
What about Prodigies?
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What about Prodigies?
• Exceptional only FOR THEIR AGE
• Compared to adult performers they are not superior
• Consider Ternman’s Geniuses
• Most turned out to be unremarkable adults
• The most celebrated prodigy - Mozart
Mozart
• Leopold Mozart
• Accomplished musician - deep content knowledge
• Taught daughter (Marie Ann) music - developed skills as teacher of children
• Mozart practice from a very early age (sometimes enforced)
• Exceptional FOR HIS AGE, but not compared to mature composers
• First significant mature work at age 21
• His first composition?
cxÉÑÄx Åt~x t zÜxtà Å|áàt~x ã{É à{|Ç~ Åç tÜà {tá vÉÅx xtá|Äç àÉ ÅxA
aÉ ÉÇx {tá wxäÉàxw áÉ Åâv{ à|Åx tÇw à{Éâz{à àÉ vÉÅÑÉá|à|ÉÇ tá \A
`ÉétÜàextract: letter from Mozart to his father
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K. Anders Ericsson
Like intelligence, talents are not innate gifts,
but the result of a slow, invisible accretion of
skills developed from the moment of
conception. Everyone is born with differences,
and some with unique advantages for certain
tasks, But no one is genetically designed into
greatness and few are biologically restricted
from attaining it
Teaching Talent
If you want your children to be talented....
You have to teach them how to become talented!
James Anderson
Mindset
Mind Sets - Carol Dweck
• In studies of high achievers Dweck identified two “Mind Sets”
• Fixed Mind Set - believes their abilities are fixed, a part of who they are
• Growth Mind Set - Believe their abilities are something they acquire
• Success was most often related to the Growth Mind Set
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The Growth Mind Set
In a word, the difference
between a fixed and a growth mindset is the
word YET
Growth Mind Sets - A Key Experiment For Educators
400 7th Graders - all given a relatively easy test non-verbal IQ test.
Then…
Fixed - “You're smart” Growth - “You worked hard”
Intelligence Praise Effort Praise
Fixed - “You're smart”
About half chose the easy test
Easy Test? !
OR !
Harder Test that you might learn from?
Intelligence Praise
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Growth - “You worked hard”
90% chose the hard test!
Easy Test? !
OR !
Harder Test that you might learn from?
Effort Praise
Fixed - “You're smart”
…60% of the Fixed Mindset students lied about their results!
In a follow up survey, when asked what
they got on the first test…
Intelligence Praise Effort Praise
Higher EnjoymentLower EnjoymentSaw Effort as bad Saw Effort as Good
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For questions 1,3,5, and 7 copy your score into your profile number.2
5For questions 2,4,6, use the table below to workout your profile number.
Your Response
Profile Number
1 6
2 5
3 4
4 3
5 2
6 1
Carol Dweck on Mindsets - TED Video
Understanding the
Process of Success
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Why is success still so illusive for many people?
• Purposeful Practice
• Growth Mindsets
• 7 Habits of Highly Effective People
• All of these are attempts to describe the process of becoming successful
• Why is excellence / success / achievement still so elusive for so many?
Being Effective
Knowing the direction of success is not
enough.
You also need to know how to make
the journey effectively
Two Requirements of Success
Process Ability Success
PLUS
Habits of Mind - Being Effective
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Habits of Mind
Habits of Mind
Habits of Mind
Dispositions that are skilfully and mindfully employed by characteristically successful people when confronted by problems, the solution to which are not immediately apparent
Art Costa Bena Kallick
Putting It all together
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Successful people have a growth mindset – the believe they can improve
To improve we engage in deliberate practice
(about 10 000 hours to reach the peak of your field)
Deliberate Practice occurs in the “Goldilocks Zone”
(not too hard, not too easy)
The Goldilocks Zone presents you with problems, the solutions to which are not immediately apparent.
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To meet these challenges, and therefor grow, you must skilfully and Mindfully engage your Habits of Mind
Suggested Reading
Become More Like Driving Instructors
What are you going to do this year to help make your students
more intelligent?
Messages that create the Greatness Gap
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Effort
Achievement A
F
What was my mindset as a student?
Best Report Card Ever!
Tortoise and the Hare
• Meant to show that anyone can succeed with effort
• What it actually shows is that we have innate differences
• Who really wants to be the tortoise?
• Most of us would prefer to be a less foolish hare
• This makes success a result of the car you’re born with - assuming the most basic driving skills.
The Ladder of Success
• All you’ve got to do is keep on climbing
• If you’ve got the ability, and you keep going, then you’ll get to the top
• This is NOT TRUE
• The rungs get further apart, harder to climb, there are new obstacles
• You have to GET SMARTER as you climb higher
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Pedagogy to close the Greatness Gap &
Develop a Growth Mindset
Standards &
Content
Growth &
Process
The Shift in Focus of a Growth Mindset Teacher
Thinking Differently about Standards
Focusing on Growth
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Looking at Standards Differently
Grade Level
Stan
dard
Above Standard
Below Standard
All Three Students are developing !AT THE EXPECTED RATE!but getting different grades
These students are at the same standard - but we describe them
very differently!What if we considered them at the
same standard?
Looking at Standards Differently
Grade Level
Stan
dard
What can we say about these students?
Above Standard
Below Standard
How am I doing at school?
My daughter asked me how she was doing at school.
How should I answer?
What information do I need?
Photo by Fiona Basile
What message do you send when you
return work?
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Assessing & Valuing Process
Describe the process you expect students to go through in completing your next assignment / project / task.
Is this process important?
Is it’s importance recognised and rewarded?
Is it taught?
Rubrics that value process
Low Medium High Total
Standard
Low Medium High Total
Process
GRADE
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Recognising, Rewarding and Valuing Process
Low Medium High
Little evidence that feedback has been acted on!
!Many of the same errors that
were in draft appear in final copy.!!
Did not participate in peer review or teacher conference.!
!Or, no draft handed in.
Participated in some review processes, but may not have responded to all feedback.!
!May have tended to focus on
“easy” corrections, rather than significant value adding!
!Some corrections and
improvements made between first and final draft.!
Clearly responded to all feedback given!!
Proactively sought to check work multiple times, participating in
additional peer reviews or teacher conferences!
!Significant improvements evident
between initial drafts and final copy
Standard: 20/25 Process: 5/25 Total: 25/50
Standard: 14/25 Process: 20/25 Total: 34/50
Balancing Process and Standard
ProcessStandard
ProcessProcess
StandardStandard
70 : 30 30 : 7050 : 50
Early Years Middle Years Senior Years
There’s no hard and fast rule!
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Consciously Competent
Unconsciously Competent
Consciously Incompetent
Unconsciously Incompetent
Learning Takes Place here
Teacher
Student
Ability Groupings....
Be careful of the messages you send.
• What about student grouping?
• Ability?
• Standard?
• Interest?
• What about STREAMING?
Michael, May & Melinda BLUE Group Standard = 3
Sarah, Sabrina & Shiro RED Group Standard = 5
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Time passes. Learning occurs !STANDARDS INCREASE !
Michael, May & Melinda BLUE Group Standard = 5
Sarah, Sabrina & Shiro RED Group Standard = 7
Standards have
improved
Standards have
improved
GROUP NAMES remain
the same.
When we group like this what does every student “know”
about children who are in
BLUE GROUP !
RED GROUP
= DUMB !
= SMART
!
Because names haven’t changed !
WHY?
Why aren’t year 9’s considered SMARTER
than year 7’s?
Because every year 7 know’s they BECOME a year 9!
!
There is GROWTH
Year 7 is not WHO you are, it’s just where you are
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Try this instead: !
Michael, May & Melinda ARE NOT “BLUE Group” !
They are working on BLUE STANDARD
Associate the NOUN with the STANDARD NOT the student
Time passes. Learning occurs !STANDARDS INCREASE !
Now there has been growth and Michael, May & Melinda are working on RED STANDARD
Sarah, Sabrina & Shiro GREEN Standard Standard = 8
When we group like this every student
“knows”
they were once in BLUE GROUP
and will eventually be in
GREEN GROUP
This brings the focus to growth
it doesn’t fix an identity or ability
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All students have the opportunity to change and grow. !
They aren’t Fixed
Instead of associating the NAMES
with STUDENTS,
we associate !
NAMES with the
STANDARD students are working on.
!
This allows students to show GROWTH
Benjamin Bloom
Blooms Taxonomy and one of the most cited educators states:
“After 40 years of intensive research on school learning in the United States as well as abroad, my major conclusion is:
What one person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning”
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Standards &
Content
Growth &
Process
The Shift in Focus of a Growth Mindset Teacher
Mindsets
or
I difference between “I reckon” and “I know”
Being Metacognitive
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• Groups of 4
• Choose a person to be a strict timer
• Read
• Messages that Motivate, OR
• The Perils of Promises and Praise OR
• How not to talk to your children
• First speaker discusses the aspect of the article that struck them most
• Each person responds to the speaker - 1 minute each
• 1st person has “Final Word”
• Repeat
The Final Word Protocol : Mindset Messages
Praising Wisely
Not to
& a few ways to do it
Standards &
Content
Growth &
Process
Less about WHO they are, more about WHAT THEY DO
Just as our pedagogy shifts, so will what we praise and reward
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Hey Melissa, all that hard work and effort really
paid off!
Mozart was a genius! The music just flowed out of
him.
The Importance of Consistency and Specificity!
What are you praising? A person or an action?
Growth Mindset ResponseFixed Mindset Response
Thinking like a Growth Mindset Teacher
• Abilities are fixed
• Speed or achievement over process
• External reasons for success or failure
• Avoids errors
• Feedback undervalued or avoided
• Effort not required or a bad thing
• Abilities are changeable
• Process is important
• Accepts responsibility for learning
• Embracing errors
• Seeks feedback for improvement
• High Effort & Persistence valued
look for these sorts of messages
As you reflect on these three sessions,
what are some elements of your teaching
practice that you now want to change?
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Predict times when you’re going to need
to make this change. When might it be
easy to fall into old habits?
Find Support
Who are you going to turn to, to help you
reflect and grow as a teacher?
Who’s going to listen to your reflections
and questions?
How will you know?
What are some of the indicators that
you’ll be able to use, to show your
practice has changed and improved?
Feedback
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