High Expectations Teaching making the growth mindset come

High Expectations Teaching: making the growth mindset come alive in daily practice Jon Saphier RBT Research for Better Teaching, Inc.

This work is about giving students Belief, Confidence, Tools, and Desire. . . belief that ability can be grown …confidence they can grow theirs …tools to grow it …and desire to want to Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

BELIEF #1 - ABILITY-BASED BELIEF Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

ERRONEOUS ASSUMPTIONS ABOUT INTELLECTUAL ABILITY • It’s a thing • Innate • Fixed • Unevenly distributed • Deterministic • Measurable Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

Belief #2 - Effort Based Ability CONFIDENCE Ability EFFECTIVE EFFORT 6 Hard Attributes Work ACHIEVEMENT Strategies Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

INTELLIGENCE Forces converging to support the development in the U. S. of the concept of “intelligence” as a fixed, innate, measurable, unevenly distributed and deterministic entity: 1890 -1920 Waves of Immigration Industrial Revolution - 1 million a year - 1 new High School per day - 58% of students in 37 largest cities by 1909 are immigrants CONCEPT OF “INTELLIGENCE” Scientific Management Social Darwinism - Taylorism Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

THE BOTTOM LINE OF EFFORT BASED ABILITY The ability to do something competentlyanything… mathematics, race car driving, dancing, public speaking…is primarily determined by effective effort and your belief that you can get proficient at it. “Smart is something you can get. ” The bell curve of “ability” is wrong. Even what we call “intelligence” is malleable. Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

ALFRED BINET Father of what became the Stanford-Binet Intelligence Test Binet, speaking about the test of mental ability he created: “The scores are a practical device; they do not buttress any theory of intellect. They do not define anything innate or permanent. We may not designate what they measure as “intelligence” or any other reified entity. ” “The scale is a rough, empirical guide for identifying mildly retarded and learning disabled children who need special help. It is not a device for ranking normal children. ” Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

ALFRED BINET “ Whatever the cause of difficulty in children identified for help, emphasis shall be placed upon improvement through special training. Low scores shall not be used to mark children as innately incapable. ” “Intelligence is susceptible to development; with practice and training and especially with appropriate methods of teaching we can augment a child’s attention, his memory, his judgment– helping him literally to become more intelligent than he was before. ” Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

ALFRED BINET Intelligence was not a fixed amount to Binet, or a constant, or some Platonic, bounded essence. Intelligence was “educable. ” He advocated a “mental orthopedics” that “teaches children to observe better, to listen better, to retain and to judge better; they gain self-confidence, emulation, perseverance, the desire to succeed and all the excellent feelings that accompany action. They should especially be taught to will with more intensity; to will, this is indeed the key to all education. ” Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

IQ SCORES üAverage IQs in US have risen 9 points per generation since 1932 üIntelligence can be increased üAt most accounts for 25% of variability in grades Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

IQ SCORES CONTINUED ü Geniuses got there by incredible work ü Children who believe “smart is something you can get” do significantly better ü Heritability says nothing about malleability Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

JAPANESE HERITABILITY HEIGHT Environment makes more difference than genetics. A B C D Japanese men living in Japan TIME Sons of Japanese men newly arrived in US Grandsons of Japanese men who grew up in US

Adoption study of twins raised in different SES environments – children’s IQs go 22 points higher on average than their biological mothers. Research for Better Teaching

Good Books on “Intelligence” S. J. Gould, “The Mismeasure of Man” D. Perkins, “Outsmarting I. Q. ” S. Ceci, “On Intelligence: A Bioecological Treatise on Intellectual Development” Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

Good Books on “Intelligence” Carol Dweck—”Mindsets” Malcolm Gladwell—”Outliers” Richard Nisbett— “Intelligence and How to Get It “ Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

I. Verbal behaviors and teacher choice of language in daily interaction: 1. Calling on students 2. Responses to student answers --Sticking 3. Giving help 4. Changing attitudes towards errors --Persevere and Return 5. Giving tasks and assignments 6. Feedback according to criteria for success with encouragement and precise diagnostic guidance 7. Positive framing of re-teaching 8. Tenacity when students don’t meet expectations: pursuit and continued call for high level performance 1. Pushback on fixed mindset language and student helplessness

II. Regular classroom mechanisms for generating student agency: 10. Frequent quizzes and a flow of data to students 11. Student Self-Corrections/Self-Scoring 12. Student Error Analysis 13. Regular Re-teaching, 14. Required Retakes and Re-do’s w/ Highest Grade 15. Cooperative Learning Protocols and teaching of group skills 16. Student feedback to teacher on pace or need for clarification 17. Reward System for Effective Effort and Gains 18. Structures for Extra help 19. Student goal setting

Objectives Today 1. BAT create classroom mechanisms that generate student agency and ownership of learning 2. BAT teach children the 6 attributes of Effective Effort and how to use them

What are the policies, practices and procedures you would see in a school system designed from the Fixed Mindset Growth Mindset point of view ------

One more verbal behavior: #7: POSITIVE FRAMING of RETEACHING” Watch Zach. What are the feelings, intentions, and beliefs he conveys? In small group instruction in BSRI schools, what would this sound like at the beginning of a session?

5 BELIEFS THAT LIBERATE OR LIMIT LEARNING LIFE LIBERATING BELIEFS Mistakes help one learn LIFE LIMITING BELIEFS vs. You are not supposed to understand everything the first vs. time around. Care, perseverance, and craftmanship are what count. Good Students solicit help and lots of feedback on their work. Consistent effort and effective strategies are the main determinants of success Mistakes are a sign of weakness Speed is what counts. Faster is smarter. vs. Good students can do it by themselves. vs. Inborn intelligence is the main determinant of success Every one is capable of high vs. Only the few bright can achievement, not just the fastest at a high level. and most confident. Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

EFFECTIVE EFFORT It is not enough just to try hard. By effort we mean these six things: 1. Time - An understanding of how much time it takes to do the job well. 2. Focus - No TV or other distractions; concentrate only on the work! 3. Strategies - Learn strategies to use when you meet obstacles. If one approach isn’t working, keep trying different ways until you find one that works. Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com

EFFECTIVE EFFORT cont. 4. Resourcefulness - Knowing where to go and whom to ask for help when you’re really stuck. 5. Use of Feedback - Looking carefully at responses to your work so you know exactly what to fix. -They know exactly what to focus on to do well (what good work looks and sounds like) and where their performance is in relation to it (feedback). -They know how to improve (strategies and resourcefulness) 6. Commitment - Being determined to finish and do the very best work. Research for Better Teaching, Inc. , One Acton Place, Acton, MA 01720 - www. RBTeach. com