Growth Mindset Why should we be thinking this

Growth Mindset Why should we be thinking this way and how it can help our students achieve their full potential. Amanda Muster

Mindsets ● Dr. Carol Dweck has studied attitude about failure for over 30 years. ○ She wanted to know why some students stay stagnant and frustrated by little setbacks while others flourished even when mistakes occurred. ● She has studied the behavior of thousands of students and has found that how they perceive their abilities plays a major role in their motivation-which is considered their mindset. ● Through the conclusion of her research, she has found that you can change a child’s motivation, coining the terms fixed and growth mindset

Brain Plasticity ● ● The brain is more malleable than once thought Research has shown that the connectivity of the brain’s neurons can change with experience. ○ ○ ○ ● With practice neural networks can grow new connections Neural connections can be strengthened Myelin sheathing (insulation of neuron) builds to improve the transmission of impulses These neuroscientific discoveries have taught us that we can increase our neurological growth with practice, using positive strategies, asking questions, and following appropriate nutritional and sleep habits. “ 7 th graders who were taught that intelligence is malleable and shown how the brain grows with effort showed a clear increase in math grades. ” (Mindset Works, 2015)- (Blackwell, Trzesniewski, & Dweck, 2007)

What is a Growth Mindset (incremental theory) ● ● ● There is a link between mindset and achievement-if you believe your brain can grow you behave differently. Intelligence in not just a fixed IQ or a talentintelligence is a starting point that can be cultivated Growth Mindsets are developed through attitude-the brain can grow with effort and dedication Characteristics ○ Persists when setbacks occur ○ Sees effort as a starting place to mastery ○ Learns from criticism ○ Finds inspiration in others-noncomparative Belief that creativity, athleticism, artistic ability, personality traits can be refined (Dweck, 2015. )

The Fixed Mindset (entity theory) ● Belief that one’s intelligence is stagnant-you cannot learn anything beyond your intellectual ability ● Traits are given ● To be successful-you have to prove something ● Effort does not change ability ● Obstacles are setbacks-not growth opportunities ● Success of others’ is threatening ● Feedback is critical ➔ Result: early plateau

Dr. Carol Dweck- “The Power in Believing You Can Improve”

Research Dweck found in her research, Praise for Intelligence Can Undermine Children's Motivation and Performance, that “children praised for intelligence preferred to find out about the performance of others on the tasks rather than to learn about new strategies for solving the problems, even when these strategies might have improved their future performance. Children praised for effort, on the other hand, demonstrated their continued interest in mastery by preferring to receive strategy-related information. Thus, praise for intelligence seemed to teach children to value performance, even when following their own information-seeking interests, whereas praise for hard work seemed to lead children to value learning opportunities. ” (Mueller & Dweck, 1998) ● This research demonstrated that providing children the opportunity to foster a growth mindset-can encourage learning

Mindset Misconceptions “A growth mindset isn’t just about effort. ” (Dweck, 2015)- Effort is essential, but students need to be provided with new strategies and utilize them, seek help when needed. “Remember-effort is a means to an end to the goal of learning and improving. ”(Dweck 2015)- students often get praise for effort but not actual learning. Instead it is important make sure students feel good in the short and long term. Appreciate work they have accomplished but offer areas to try something new. “Everyone is smart!” The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter. (Dweck, 2015) “Oh, he has a fixed mindset. ” Often a child is blamed for not learning, due to their environment or ability. Instead of asking why they aren’t learning, find ways to help them learn. (Dweck, 2015) “False growth mindset. ” Saying a growth mindset is present, or just saying “growth mindset” repeatedly, without actually utilizing the appropriate best practices. I. e: reacting to a mistake as a problem instead of an opportunity for growth. (Dweck, 2015) “I already have it, and I always have. ”- (Dweck, 2016) People often think that having an optimistic outlook or being flexible is a growth mindset- a “pure” growth mindset doesn’t exist. We have to be mindful of our thinking.

Practice What You Preach First to support a child’s growth mindset; we have to have one too! ● Ban the idea that you are a failure when you have a fixed mindset-we are always a mixture of both but should reflect and strive for a growth. (This creates that false mindset) Second, watch for your own fixed mindset triggers ● Crushed and frustrated from feedback? Defeated when students aren’t listening? ● Be mindful of these reactions and reflect on your own responses.

Teacher’s Attitude “Research also supports the idea that educator mindsets may influence the way they respond to students, which in turn has an impact on the students’ outcomes. In a 2012 study, Rattan et al found that educators with a fixed mindset about math ability were more likely to judge students as having low potential than their growth-minded counterparts. Additionally, educators with a fixed mindset were more likely to comfort students about their perceived low math abilities and apply kind strategies. They used “comfort-oriented” feedback, in which they told their students that their inability to succeed at math is okay, and also attempted to make math easier by lowering expectations. ”(Mindset Works, 2015)- (Rattan et al, 2012)

Engaging Students Teach a Growth Mindset- “It’s about growth, not just about effort” (Mindset Kit, 2015) ❖ Explain to the students that your brain can grow and make new neural connections, that allow it to work quicker and absorb more information-even when it is a task that is very difficult (mistakes make you grow!) ❖ Distinguish between the fixed mindset/ growth mindset- and that we all fall somewhere in between ❖ Patience- this concept may take time. Praise persistence and perseverance. ❖ Never say a student is “smart”- “Our intuition is often to praise students for being smart. This sends the wrong message. When students later encounter a setback, they conclude, “If my past success made me smart, my current struggle makes me dumb. ” Instead praise students when they work hard to accomplish a difficult task. This implies that you value hard work and that hard work is the cause of success. ” (Mindset Kit, 2015) ❖ Encourage and recognize their hard work towards their goal-not the innate ability to accomplish it. ➢ Instead of: “You're a good writer. ” Use: “Those drafts paid off in sentence variety and imagery. ” ➢ Encouraging growth instead of fixed mindset makes for happier people in charge of their progress. (Dweck)

Engaging Students Celebrate Mistakes- “First when they make the mistake, and then again when they think about the mistake, and that doesn't happen when people get work correct. ” (Mindset Kit, 2017) ❖ Create the norm that you love and want mistakes ❖ Don't just praise mistakes - explain why they are important. ❖ Give work that encourages mistakes-this allows them to think deeply about the problem ➢ Talk about and normalize struggle so students understand that it’s an important part of the learning process. ➢ Encourage students to ask for advice when they’re stuck and to articulate their thinking process. ➢ Make use of wait time to allow students the space to think and grapple with the problem. ➢ Reflect on the learning experience and explicitly frame struggle as a part of the learning process. (Mindset Kit, 2015) ❖ Use failure as progress- “What can you learn from this experience? What could you try differently the next time” (Dweck, 2015)

Engaging Students Set Mindful goals- and revisit them ❖ Work with your students to set goals that are reasonable and manageable for both of you. ❖ All goals should emphasize growth – the development of a skill or the expanding of knowledge. ➢ Having innate talent is not a goal your student can work toward, however they can take the skill they want and improve from there. ❖ Revisit Goals- Incrementally revisit the growth goals set. Are they passed that goal? Do they need to set a new one? Are they struggling? Can they modify to meet their level of achievement yet still be challenged? Set Appropriately High Standards ❖ Lowering standards does not raise self esteem. ❖ Expectations should focus on habits, effort, and growth ❖ Provide students with needed supports (extra help, additional resources). This can be tough when they take it or leave it ❖ Don’t assume that “you could do it easily if you just tried harder. ” (Dweck, 2015)

Engaging Students Foster Self-efficacy with accomplishments ❖ “A healthy self-esteem results when a child has a strong sense of self efficacy. This comes from actual earned accomplishments, not piled-on praise. ” (Dweck, 2015) ❖ Encourage the student to recognize the work they put in to get the excellent end result. ❖ When students works through a problem with appropriate resources and language, they are more likely to be proud. ➢ I. e) When you get that new car when you are a teen after saving for months and you are so proud that you did the work on your own verses someone buys it for you. The end result is the same, but the determination and possible setbacks makes the driving experience more valuable. ❖ Have students take risks-offer new options, set goals and encourage “I do, You do, We do” (This allows for slow responsibility release and students can take ownership for their mistakes or successesand learn from them. ) Self-Efficacy

Intrinsic Motivation ❖ This is tricky- encouraging a child to something because they want to not because we told them. ➢ Offer options. - let student choose their outcome, topic, process, and when they complete the task. When given a choice, we feel that we have more ownership over our learning or well anything! ■ “Humans want some control over our tasks, we want real tasks that connect to our world, and we want the opportunity to improve. Extrinsic motivation (grades, bonuses, stickers, prizes) actually inhibit students from succeeding on cognitively difficult tasks” (Conley, 2014) ➢ Provide tasks with a real purpose can drive motivation. Give authentic tasks. ➢ Use growth mindset language (more on this later!) Engaging Students

Engaging Students Constructive Criticism ❖ “She [Dweck] has also talked about the amazing power of yet. She argues that we do a disservice to students by giving them only positive feedback on their writing. Although we don't want to crush their dreams, they can handle -- and even need -- room for growth and mastery. Hence the power of yet: "Your sentence structure does not yet match the tone you are trying to achieve. " Yet allows negative feedback while also transmitting trust that they will get there. (Conley, 2014) ❖ Rubrics- can often reward on-time tasks, and punish for disorganization resulting in little growth. ➢ Students become discouraged and feel there is no room to improve- keeping the fixed mindset and subverting the learning process. ➢ Using standards based grading can give a level of performance, and how to grow from meeting the standard-allowing for more reflection (Vatterott, 2015) ➢ Give students an opportunity to grade themselves-and discuss the outcome Example (Genius Hour) ❖ Work with your student to identify strategies for improvement. ➢ Involve your student in the problem-solving process ❖ Follow up with your student, and help him evaluate the process and refine the solution if necessary.

Engaging Students Share Your Own Growth ❖ Give examples of how you are moving towards a growth mindset. Provide them with stories of how you have made mistakes and learned from them. ❖ “Students often view us only as teachers or parents. Help them see you as an individual, and that where you are in life is a culmination of all the actions you’ve taken and decisions you’ve made. There is so much power in stories, and you can unlock it by sharing the challenges, failures and successes of your life. ” (7 Mindset, 2016)

Teacher -Language Instead of This (Person-Praise) Try This (Process-Praise) Great job! You must be smart at this. Great job! You must have worked really hard. See, you are good at English. You got an A on your last test. You really studied for your English test and your improvement shows it. You got it! I told you that you were smart. I like the way you tried all kinds of strategies on that math problem until you finally got it. You are such a good student! I love the way you stayed at your desk, you kept your concentration, and you kept on working. That’s great!

Student Language

Changing Mindsets Encourage Growth Language ❖ This is difficult at first, but having ideas posted around the classroom, and rewording student’s comments makes a big change! Time! ❖ This takes TIME! It can be a daunting task to convert our brains to thinking a little different but with effort, results can happen!

Neuron Project Students research the definitions of the neuron components, and write metaphors and similes to explain the function of each part. After, they design and build a 3 D model of a neuron in order to demonstrate their interpretation of a neuron.

Self-Efficacy Project Students define internal values that they hold dear to them. When these values are written, it helps to foster self-efficacy and increase self-esteem. When teenagers are aware of their goals and beliefs they are more likely to be successful.

Genius Hour Project Students have designated class days where they research a topic of their choice (for my class, as long as it is related to health. They then produce a web-based media to present their findings in MLA format. We share them in Google Classroom, and their peers have the opportunity to learn from each other on topics that are authentic to their life. Students truly take pride in their research because it is a topic they are interested in and reflect upon. Genius Hour Project Genius Hour Post Starters Genius Hour Reflection Genius Hour Peer Review

Thank you! Any Questions?

References Blackwell, L. S. , Trzesniewski, K. H. & Dweck, C. S. (2007) Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development 78, Number 1, Pages 246 – 263 Conley, A. (2014) Nurturing Intrinsic motivation and growth mindset in writing. Edutopia. Retrieved from https: //www. edutopia. org/blog/intrinsic-motivation-growth-mindset-writing-amy-conley Dweck, C. S. ( 2016) What having a “growth mindset” actually means. Harvard Business Review. Retrieved from https: //hbr. org/2016/01/what-having-a-growth-mindset-actually-means Dweck, C. S. ( 2015. ) Carol dweck revisits the 'growth mindset'. Education Week. Retrieved from http: //www. edweek. org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset. html? cmp=SOC-SHR-FB Dweck, C. S. (2008) Mindset: The new psychology of success New York, NY: Random House Inc. Edutopia (2016). Resources for teaching growth mindset. Edutopia. Retrieved from https: //www. edutopia. org/article/growthmindset-resources Mueller, C. M. & Dweck, C. S (1998) Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology 75, No. 1, 33 -5

References Continued Mindset Kit (2015). Mindset kit - Resources for growth and learning mindsets. Mindset Kit. Retrieved from https: //www. mindsetkit. org/ Mindset Works (2015). The science. Mindset Works. Retrieved from https: //www. mindsetworks. com/default N. a (n. d. ). The growth mindset - what is growth mindset. Mindset Works. Retrieved from https: //www. mindsetworks. com/Science/Default N. a (2010) Mindset | What is mindset. Mindset Online. Retrieved from https: //mindsetonline. com/whatisit/about/index. html N. a (2016) Mindset quiz. Edpartnerships. org. Retrieved from http: //www. edpartnerships. org/sites/default/files/events/2016/02/Mindset%20 Quiz. pdf Rattan, A. , Good, C. , & Dweck, C. S. (2012)It's ok — not everyone can be good at math: instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology 48, Issue 3, Pages 731– 737 Vatterott, C. (2015) Rethinking Grading. Alexandria, VA: ASCD. 7 Mindsets (2016). Growth mindset. 7 Mindsets. Retrieved from http: //7 mindsets. com/growth-mindset/