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Mindset presentation currie cluster jan 2015

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This document summarizes a teacher in-service on fostering a growth mindset in students. It discusses how a growth mindset believes intelligence can be developed through effort and learning from mistakes or setbacks. A fixed mindset believes intelligence is innate and cannot change. The in-service provides examples of how praise, strategies for success, dealing with failure, and role models can influence a growth versus fixed mindset. The goal for schools is to promote a growth mindset in students to increase motivation, resilience, and achievement.

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Mindset In-service Currie Cluster January 6th 2016
1 Ice Breaker On the table in front of you there will be: 1.A Tangram task 2.A horse and rider task. 3.Working as a team of 4 work through the instructions and complete the tasks.
Task 1 - Tangram Make a square using all of the pieces in your envelope Task 2 - Horse and Rider Cut out the Arrange these three pictures to produce two identical pictures of a horse and rider. Please note, you do not have to tear or fold any of the pieces of paper
Answers Task 1 Tangram Task 2 Horse and Rider
The way you handled these tasks would depend very much on your belief in how good you are at maths or problem solving
Mindset  What is it? https://www.youtube.com/watch?v=brpkjT9 m2Oo  How does mindset affect learning and confidence?
2. Beliefs Where do they come from? Why are they important?
What makes us, us? Making links between our thoughts, feelings and behaviour! How beliefs and attitudes are formed and how they can shape our behaviour
How do beliefs impact on behaviour? Everyone behaves and acts not according to the truth but what we believe to be true. Examples: Roger Bannister and Cliff Young
Activity Look at the sheet of sayings See if in your group you can finish the sentences What do you notice about these sayings? Which one that you particularly remember from your childhood?
Why are beliefs important? • Our beliefs, values and attitudes help us to structure and make sense of the world around us. • By ‘filtering in’ information that is important, meaningful or which aligns with our beliefs about ourselves and others, and • By ‘filtering out’ information that is of no value to us at that moment in time. Important? Meaningful?
Our filters in action How many Fs are in the following statement? Feature films are the result of years of scientific study combined with the experience of years.
Old Lady / Young Lady
What is the truth?
And now?
Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Taken from http://www.eyetricks.com/wordjumble.htm Our filters in action
Why what we think matters We all have habitual ways of explaining events: • pessimists explain setbacks/problems by ‘Me, Always, Everything’ • optimists explain setbacks/problems as ‘Not Me, Not Always, Not Everything’ . (Seligman, 2006) We can challenge and change negative thinking: • be alert to ‘red flags’ • eg using words such as ‘everybody’, ‘nobody’, ‘always’, ‘never’, ‘should’, ‘must’ • reflect on the things going well in our life • eg Gratitude Exercise.
We gravitate towards dominant opinions and thoughts
Roger Screws Up
Saltwood Diagram
3. Growth and Fixed Mindsets
Born SMART….?
 Are we born smart or stupid?  Is intelligence fixed from birth?  Do we have ‘built-in’ talents as a baby?  Or… do talents, abilities and intelligence itself grow from experience?? What we’ll be looking at
At birth, we can’t WALK or TALK These abilities don’t pop up overnight…. ….. they DEVELOP as we LEARN!! Importance of development
Good at maths? Good at acting? Good at science? Good at music? So, are we born…
Was Einstein born a genius?
Was Michael Jordan born slam dunking?
Was Justin born a POPSTAR?
‘People are made, not born’ The ‘growth mindset’
What can we learn about learning from animals?
Ratty intellect… BORING Nothing to do in the cage but eat and sleep – No stimulation EXCITING Cage had opportunities for rats to play and interact – Lots of stimulation Lab rats were placed in 2 different environments:
After a while, the stimulated rats were found to be smarter than the boring rats. Their brains were even HEAVIER than the boring rats. Rat results
What do you think? Are our abilities determined from birth?
People have increased their IQ by 30 POINTS With the right mindset people can achieve more than an IQ test might reveal.
Two beliefs about intelligence
4.Hare and Tortoise Video https://www.youtube.com/watch?v=-_oqghnxBmY
5.Discussion about growth and fixed mindset Where do we see kids in Currie and Juniper Green giving up?
10. Who is this? https://www.youtube.com/watch?v=omPdemwaNzQ
I can’t do This
I can’t do this ……….Yet!
The bar has been raised………. “Progress is impossible without change, and those who cannot change their minds cannot change anything” ~ George Bernard Shaw
And what about pupil’s? “The only thing we know about the future is that it will be different” ~Peter Drucker
How do we do it? Modelling a Growth Mindset Fostering a Growth Mindset
Fostering a Growth Mindset task Change statements and pupil reports from a Fixed to a Growth Mindset.
Modelling a Mindset Task
Report Exercise  Look at the report in front of you.  How could you change this so that it reflects more of a growth mindset?  Remember – you can’t do this………YET!!!
Re-enforcement
Learning Powers Don’t give up, Donald Duck!
7. How do we respond to setbacks?
Nelson Mandela-The Living Spirit Our greatest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented and fabulous? Actually who are you not to be? You are a child of God. Your playing small doesn’t save the world. There’s nothing enlightened about shrinking the world so that other people Won’t feel insecure around you. We were born to make manifest the glory of God that is within us. It’s not just in some of us, it’s in everyone. And as we let our light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, Our presence automatically liberates others. ( inaugural speech 1994)
Leo Buscaglia To try is to risk failure. But risk must be taken because the greatest hazard of life is to risk nothing. The person who risks nothing, has nothing, is nothing. Her may avoid suffering and sorrow but he simply cannot learn, feel, change, grow, live and love. Leo Buscaglia
Since Johnny Was Young
8. Famous Failures normalising failure
Prime Minister Winston Churchill REPEATED a grade during elementary school He was placed in the LOWEST division of the LOWEST class
Composer Beethoven’s teacher called him a HOPELESS composer He wrote 5 of his greatest SYMPHONIES while DEAF
Writer Leo Tolstoy dropped out of college He was described as both “UNABLE and unwilling to LEARN"
Role models ….Einstein's teacher said that he was ‘academically subnormal’ ….Michael Jordan's coach said that he wasn’t more talented than other people… …..Walt Disney was told that he lacked ‘creative imagination’
He went on to win the tour de France 6 times. Lance Armstrong came last in his first professional race…
"he lacked imagination and had no good ideas” Walt Disney was fired by a newspaper editor because…
Different ways people view failure Some people view it as a learning opportunity. They value learning. While others view it as confirmation that they are not smart.
Why do people have different views of failure? Because they have different goals….  Some people create learning goals.  Others create performance goals.
Effort: is it required for success?
Effort  Those with a fixed mindset view effort as a reflection of low intelligence.  Hard work means ‘I don’t get it’, ‘I’m unintelligent  Effort = lack of ability  Those with a growth mindset see effort as a necessary part of success.  They try harder when faced with a setback.  Effort = success.  They use effort to overcome difficulty.
Effort  People were asked about intelligence and how much they thought it was down to effort and how much they thought it was about ability Intelligence=______% effort _______% ability  Fixed = 35% effort vs. 65% ability  Growth = 65% effort vs. 35% ability
Effort: mindset
Strategies: how to reach success
Strategies: growth mindset  People adopting a growth mindset tend to generate other, and new, ways to do things.  If one route doesn’t work they will try others.  They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.
Strategies: fixed mindset  Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when faced with a problem.  Then they disengage from the problem.  Finally, they give up.
Praise  People are very sensitive to the messages they receive about themselves.  The way we interact with young people can foster either a growth or a fixed mindset.  Praise for effort v. praise for ability.
Praise: ability
Praising for ability (e.g. talent or intelligence)  Can change a young person’s mindset from growth to fixed.  Encourages young people to create performance goals and display a helpless response when faced with challenges.  Encourages young people to lie about scores.  Undermines motivation and willingness to take risks.
Praise: effort
Praise for effort  Encourages people to adopt a growth mindset.  Encourages people to create learning goals and display a mastery response when faced with setback.  Increases motivation and success.
Praise is not a villain
Good feedback is important  Constructive criticism is necessary if we want people to develop and learn.  Praise is not a villain – praising for the effort and the process will help the person become more motivated and ultimately more resilient.
Summary  A growth mindset helps people to be motivated and to succeed.  A growth mindset can be learnt.  We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brain’s huge potential.  Role models give people evidence of the growth mindset in action.
In our Cluster we will:  Have high expectations for all our pupils  Ensure that we ( and pupils and parents) value effort and perseverance  Teach our pupils about neuroscience and that they can grow their intelligence  Ensure we don’t set limits through putting a pupil in a certain group/denying them the opportunity to try something more challenging  Model optimism – a growth mindset classroom is an optimistic classroom!
The Power of Yet- Utube Clip with Carol Dwek https://www.youtube.com/watch?v=J- swZaKN2Ic Brain Plasticity- Jodie Miller ( click box below to begin)

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Mindset presentation currie cluster jan 2015

  • 2. 1 Ice Breaker On the table in front of you there will be: 1.A Tangram task 2.A horse and rider task. 3.Working as a team of 4 work through the instructions and complete the tasks.
  • 3. Task 1 - Tangram Make a square using all of the pieces in your envelope Task 2 - Horse and Rider Cut out the Arrange these three pictures to produce two identical pictures of a horse and rider. Please note, you do not have to tear or fold any of the pieces of paper
  • 4. Answers Task 1 Tangram Task 2 Horse and Rider
  • 5. The way you handled these tasks would depend very much on your belief in how good you are at maths or problem solving
  • 6. Mindset  What is it? https://www.youtube.com/watch?v=brpkjT9 m2Oo  How does mindset affect learning and confidence?
  • 7. 2. Beliefs Where do they come from? Why are they important?
  • 8. What makes us, us? Making links between our thoughts, feelings and behaviour! How beliefs and attitudes are formed and how they can shape our behaviour
  • 9. How do beliefs impact on behaviour? Everyone behaves and acts not according to the truth but what we believe to be true. Examples: Roger Bannister and Cliff Young
  • 10. Activity Look at the sheet of sayings See if in your group you can finish the sentences What do you notice about these sayings? Which one that you particularly remember from your childhood?
  • 11. Why are beliefs important? • Our beliefs, values and attitudes help us to structure and make sense of the world around us. • By ‘filtering in’ information that is important, meaningful or which aligns with our beliefs about ourselves and others, and • By ‘filtering out’ information that is of no value to us at that moment in time. Important? Meaningful?
  • 12. Our filters in action How many Fs are in the following statement? Feature films are the result of years of scientific study combined with the experience of years.
  • 13. Old Lady / Young Lady
  • 14. What is the truth?
  • 16. Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Taken from http://www.eyetricks.com/wordjumble.htm Our filters in action
  • 17. Why what we think matters We all have habitual ways of explaining events: • pessimists explain setbacks/problems by ‘Me, Always, Everything’ • optimists explain setbacks/problems as ‘Not Me, Not Always, Not Everything’ . (Seligman, 2006) We can challenge and change negative thinking: • be alert to ‘red flags’ • eg using words such as ‘everybody’, ‘nobody’, ‘always’, ‘never’, ‘should’, ‘must’ • reflect on the things going well in our life • eg Gratitude Exercise.
  • 18. We gravitate towards dominant opinions and thoughts
  • 21. 3. Growth and Fixed Mindsets
  • 23.  Are we born smart or stupid?  Is intelligence fixed from birth?  Do we have ‘built-in’ talents as a baby?  Or… do talents, abilities and intelligence itself grow from experience?? What we’ll be looking at
  • 24. At birth, we can’t WALK or TALK These abilities don’t pop up overnight…. ….. they DEVELOP as we LEARN!! Importance of development
  • 25. Good at maths? Good at acting? Good at science? Good at music? So, are we born…
  • 26. Was Einstein born a genius?
  • 27. Was Michael Jordan born slam dunking?
  • 28. Was Justin born a POPSTAR?
  • 29. ‘People are made, not born’ The ‘growth mindset’
  • 30. What can we learn about learning from animals?
  • 31. Ratty intellect… BORING Nothing to do in the cage but eat and sleep – No stimulation EXCITING Cage had opportunities for rats to play and interact – Lots of stimulation Lab rats were placed in 2 different environments:
  • 32. After a while, the stimulated rats were found to be smarter than the boring rats. Their brains were even HEAVIER than the boring rats. Rat results
  • 33. What do you think? Are our abilities determined from birth?
  • 34. People have increased their IQ by 30 POINTS With the right mindset people can achieve more than an IQ test might reveal.
  • 36. 4.Hare and Tortoise Video https://www.youtube.com/watch?v=-_oqghnxBmY
  • 37. 5.Discussion about growth and fixed mindset Where do we see kids in Currie and Juniper Green giving up?
  • 38. 10. Who is this? https://www.youtube.com/watch?v=omPdemwaNzQ
  • 40. I can’t do this ……….Yet!
  • 41. The bar has been raised………. “Progress is impossible without change, and those who cannot change their minds cannot change anything” ~ George Bernard Shaw
  • 42. And what about pupil’s? “The only thing we know about the future is that it will be different” ~Peter Drucker
  • 43. How do we do it? Modelling a Growth Mindset Fostering a Growth Mindset
  • 44. Fostering a Growth Mindset task Change statements and pupil reports from a Fixed to a Growth Mindset.
  • 46. Report Exercise  Look at the report in front of you.  How could you change this so that it reflects more of a growth mindset?  Remember – you can’t do this………YET!!!
  • 49. 7. How do we respond to setbacks?
  • 50. Nelson Mandela-The Living Spirit Our greatest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented and fabulous? Actually who are you not to be? You are a child of God. Your playing small doesn’t save the world. There’s nothing enlightened about shrinking the world so that other people Won’t feel insecure around you. We were born to make manifest the glory of God that is within us. It’s not just in some of us, it’s in everyone. And as we let our light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, Our presence automatically liberates others. ( inaugural speech 1994)
  • 51. Leo Buscaglia To try is to risk failure. But risk must be taken because the greatest hazard of life is to risk nothing. The person who risks nothing, has nothing, is nothing. Her may avoid suffering and sorrow but he simply cannot learn, feel, change, grow, live and love. Leo Buscaglia
  • 54. Prime Minister Winston Churchill REPEATED a grade during elementary school He was placed in the LOWEST division of the LOWEST class
  • 55. Composer Beethoven’s teacher called him a HOPELESS composer He wrote 5 of his greatest SYMPHONIES while DEAF
  • 56. Writer Leo Tolstoy dropped out of college He was described as both “UNABLE and unwilling to LEARN"
  • 57. Role models ….Einstein's teacher said that he was ‘academically subnormal’ ….Michael Jordan's coach said that he wasn’t more talented than other people… …..Walt Disney was told that he lacked ‘creative imagination’
  • 58. He went on to win the tour de France 6 times. Lance Armstrong came last in his first professional race…
  • 59. "he lacked imagination and had no good ideas” Walt Disney was fired by a newspaper editor because…
  • 60. Different ways people view failure Some people view it as a learning opportunity. They value learning. While others view it as confirmation that they are not smart.
  • 61. Why do people have different views of failure? Because they have different goals….  Some people create learning goals.  Others create performance goals.
  • 62. Effort: is it required for success?
  • 63. Effort  Those with a fixed mindset view effort as a reflection of low intelligence.  Hard work means ‘I don’t get it’, ‘I’m unintelligent  Effort = lack of ability  Those with a growth mindset see effort as a necessary part of success.  They try harder when faced with a setback.  Effort = success.  They use effort to overcome difficulty.
  • 64. Effort  People were asked about intelligence and how much they thought it was down to effort and how much they thought it was about ability Intelligence=______% effort _______% ability  Fixed = 35% effort vs. 65% ability  Growth = 65% effort vs. 35% ability
  • 67. Strategies: growth mindset  People adopting a growth mindset tend to generate other, and new, ways to do things.  If one route doesn’t work they will try others.  They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.
  • 68. Strategies: fixed mindset  Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when faced with a problem.  Then they disengage from the problem.  Finally, they give up.
  • 69. Praise  People are very sensitive to the messages they receive about themselves.  The way we interact with young people can foster either a growth or a fixed mindset.  Praise for effort v. praise for ability.
  • 71. Praising for ability (e.g. talent or intelligence)  Can change a young person’s mindset from growth to fixed.  Encourages young people to create performance goals and display a helpless response when faced with challenges.  Encourages young people to lie about scores.  Undermines motivation and willingness to take risks.
  • 73. Praise for effort  Encourages people to adopt a growth mindset.  Encourages people to create learning goals and display a mastery response when faced with setback.  Increases motivation and success.
  • 74. Praise is not a villain
  • 75. Good feedback is important  Constructive criticism is necessary if we want people to develop and learn.  Praise is not a villain – praising for the effort and the process will help the person become more motivated and ultimately more resilient.
  • 76. Summary  A growth mindset helps people to be motivated and to succeed.  A growth mindset can be learnt.  We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brain’s huge potential.  Role models give people evidence of the growth mindset in action.
  • 77. In our Cluster we will:  Have high expectations for all our pupils  Ensure that we ( and pupils and parents) value effort and perseverance  Teach our pupils about neuroscience and that they can grow their intelligence  Ensure we don’t set limits through putting a pupil in a certain group/denying them the opportunity to try something more challenging  Model optimism – a growth mindset classroom is an optimistic classroom!
  • 78. The Power of Yet- Utube Clip with Carol Dwek https://www.youtube.com/watch?v=J- swZaKN2Ic Brain Plasticity- Jodie Miller ( click box below to begin)