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Promoting a growth mindset

MLDP Presentation 9 July 2013

Rick Curtis

on 9 July 2013

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Transcript of Promoting a growth mindset

b) When you tune into your talents, it makes life far more rewarding.
c) Research states:

people are those who embrace their
talents and do not shy away from
When you know what your talents are, you feel more in tune with your life
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How to lower the cost of enterprise sales?
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_ _ _ _ _ _ _ _ _ _
Challenging underachievement and poor attainment
be learned
A man and his son were in a car crash. The father died instantly, but the son was critically injured and rushed to hospital.

Upon arrival, medical staff decided that he needed immediate surgery. When the boy reached the operating table, the surgeon looked at him and said ‘I can’t operate, he’s my son’.
How can this be?
Promoting a growth mindset
Carol Dweck
Stanford University
Score well
A problem shared...
Sir Alan Sugar was brought up in a small council house in Hackney - too poor to have a bicycle, he built himself one from an old frame
Thank You for your interest, but we have selected another candidate.
Dear Candidate,

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Seattle, WA
…..Walt Disney was told that he lacked ‘creative imagination’

Meet the Team
(Holiday Style)
Promoting a growth mindset in the classroom...

"If they do, it simply means we did not accurately gauge their potential in the first place"

- from the film 'GATTACA'
With general praise, students avoid taking risks and stretching themselves. They focus on maintaining their image and believe they'll embarrass themselves by making mistakes.

Praising their effort— "You worked really hard today"—or specific actions—"You've really shown progress with your next step" - can make students feel that they are more in control of their success, and that doing well is less dependent on "natural intelligence."
Boring lessons won't help students to develop the motivation to learn, but that doesn't mean that we have to become entertainers (however, one student did write Mr Circus on the cover of their book once!)

Instead, use what we know works - Kagan approaches and other cooperative
learning methods that can be as
simple as 'think-pair-share'.
The art of ......
Dweck discovered a host of profound findings about the impact of receiving (perceived) positive and negative praise.

Through her research, psychologists
believe a
growth mindset
is the cornerstone of motivation, productivity and success for every student.
Ultimately, what we need to do is to try to mimic the way the brain develops.

Creating links in the brain is like finding your way around a new town - you can pass by places time and again, never realising how close you've been to somewhere you already know until you find a reference point.

The more connections you make, the more familiar you become until you grow confident enough to strike out on your own - knowing you won't really get lost...
* Identify a small group of students in Year 11 to work with
* Encourage and develop a growth mindset
* Measure improvement through visible changes to confidence and attain-
We learn best through sharing ideas...
THINK-PAIR-SHARE: Steps for the strategy

1. Students are paired and work at tables of four.

2. Present a problem to the students.

3. Give them time to think on their own about possible answers for a specific amount of time.

4. Students discus their answers with either their face or shoulder partners.

5. Call on students to share with the class the answer they have developed with their partners.
MINDSET {noun} a set of beliefs or a way of thinking that determines one's behaviour, outlook and mental attitude
Einstein's teacher said that he was ‘academically subnormal’
(the Psychology of Success)

Dealing with failure

Makes you angry and depressed, and want to get even or give up, (TALENT / FIXED mindset)
Makes you want to learn from your mistakes (EFFORT / GROWTH mindset).
Conceive it, Believe it, Achieve it.
Dweck's and Ferlazzo's research has implications whole school - not only for practice but for a rethinking of the rewards and sanctions we use,
certainly for KS4...
Many people simply don't believe that anyone can exceed their potential...
Target the silent majority...
The students are the
most useful resource in
the room when it comes to
creating a positive mindset -
more student and less teacher talk
is the best way of showing the students
themselves that they can
generate valuable ideas.
They'll need some guidance to begin with, but as they grow in confidence, they will become more autonomous and take a lead in their learning...
Teachers build relationships with their students by showing that they care about them, and by learning about their lives, dreams, and challenges. This is a key element in helping students motivate themselves.

Numerous studies in the US have shown that by learning about students' interests teachers can help to build resiliency among their students.

Learning about student interests
can also help connect what is
being taught in the classroom
to students’ lives and discover
their short-and-long-term goals.

No-one likes to feel isolated and 'under the spotlight' - so try to create a 'culture' of making contributions which is open to all abilities
We all have potential - as teachers we have a duty to enable others to maximise theirs... students and staff

"In a
fixed mindset
students believe their basic abilities, their intelligence, their talents, are just fixed traits... their goal becomes to look smart all the time and never look dumb.

"In a
growth mindset
students understand their talents and abilities can be developed through effort, good teaching and persistence. They don't think that everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it."
- Carol Dweck

Phone a friend
- just like 'Who wants to be a millionaire', give students the opportunity to nominate someone else if they do get stuck
Make a deal
- arrange before the lesson to only ask those who lack confidence to contribute if they give some indication that they feel confident about a question or topic
Teacher, eductional blogger and author
Larry Ferlazzo
Ferlazzo's research and practice concerns the development of higher order thinking skills and
the attributes that good community leaders must have, including self-motivation, personal responsibility and perserverance.

Essentially, his work revolves around the principle that "Learning should be its own reward" which in itself certainly isn't a new theory.

"When we are trying to motivate students the energy is coming from us. When we help students discover their own motivation, and challenge them to act on it, more of the energy is coming from them."

In the womb, neurons in the brain grow, find and connect with the different parts of the body.

After birth, the brain continues to grow and develop as you get older.

Around the age of ten, the brain starts pruning some of its connections and strengthening others, making itself more powerful and efficient.

Research has shown that enrichment and challenge encourages brain growth:

"By comparing brains of rats that were placed in isolation in small cages with those of rats which were placed in larger group cages that contain novel objects and obstacles, neuroscientists found that rats raised in ‘complex’ environments have more synapses per neuron in some brain areas."

A rich diet of learning in the classroom allows for growth.
"It's good to talk..."
The Dangers of Incentives and Rewards
In fact, this perspective is in keeping with the original roots of the word "motivation." It comes from "motive" which, in the 15th century, meant
"that which inwardly moves a person to behave a certain way"

Community organizers call it the difference between
– pushing people to do something you want them to do – and
– challenging them to act on something they have identified as important in their lives.

Many studies have shown that – contrary to what many of us believe –
providing rewards to induce desired behaviours can result in long-term damage to intrinsic motivation
. As Daniel Pink summarizes in his book, Drive:

"Rewards can deliver a short-term boost – just as a jolt of caffeine can keep you cranking for a few more hours. But the effect wears off – and, worse, can reduce a person’s longer-term motivation to continue the project."

Researchers believe this loss of intrinsic motivation happens because
contingent rewards

if you do this, then you’ll get that
– force people to give up some of their autonomy
. Deci, Pink, and William Glasser all highlight this need for learner autonomy as crucial for students and for all of us.
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