The science of mindset
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This document discusses the science of growth mindset and its importance. It defines growth mindset as the idea that the brain can develop new neural pathways through focus and discipline. Having a growth mindset plays a significant role in academic achievement. The document explores Carol Dweck and Jo Boaler's research on growth mindset and provides strategies for developing a growth mindset in students and teachers, including praising effort, embracing mistakes as learning opportunities, and using growth mindset language.
The science of mindset
- 1. The Science of Mindset La science d'une mentalité de croissance
- 2. Professional Learning Outcomes Build common background knowledge of growth mindset. Explore strategies for building a growth mindset in our students. Reflect on the importance of a growth mindset in our own practice.
- 3. What do you already understand about mindset? How are you creating a culture of learning in your classroom? What phrases do you hear from students that reflect a fixed mindset? From parents? Ourselves?
- 4. Say Something: Be prepared to share a question, a connection, an “aha” or something that resonated with you.
- 6. Growth mindset and Neuroplasticity The idea that our brain (neuro) can be molded (like plastic) • What we focus on and how we discipline our thoughts and attitudes encourages brain growth in those areas • New neural pathways are made Cette souplesse du cerveau est appelée neuroplasticité ou plasticité cérébrale.
- 7. Growth mindset plays a significant role in academic achievement A student’s perception of their ability has more to do with their success than their actual ability. (If you think you can’t, you can’t)
- 8. Research Carol Dweck’s work on growth mindset widely published. Jo Boaler from Stanford University researches growth mindset and Mathematics.
- 9. Growth mindset work is linked to mental health Research shows that a fixed mindset is associated with more mental health problems in teenagers. Students with a growth mindset are more resilient, and less likely to experience anxiety, depression and perfectionism.
- 10. Growth mindset is consistent with a faith-based world-view
- 12. SaskMath, our new provincial math resource, identifies “establishing a rich and safe mathematical environment” as essential to supporting math achievement.
- 13. “I’m not a math person.” The myth of “a math person” is pervasive. Our kids hear it at home all the time. In student-led conferences, we hear from parents: “Well, I was never a math person, so it’s no surprise my child is struggling”. Think of how often we hear people say “I’m no good at math”, but we rarely hear “Oh, I’m no good at reading”. Our students are immersed in a culture where a fixed mindset around learning math is the norm. What are we doing to address this?
- 14. “One of the most powerful moves a teacher or parent can make is in changing the messages they give about mistakes and wrong answers” Jo Boaler
- 16. Growth Mindset is for teachers, too. Great teachers are continually working to grow their practice. Five attributes of a teacher with a growth mindset: 1. They take responsibility for improving their practice. 2. They see setbacks and feedback as an opportunity to learn and grow their skills. 3. They actively seek learning opportunities and new challenges. 4. They have positive and high expectations of their students. 5. They use growth mindset language when teaching and with themselves.
- 17. Making mindset learning effective Developing a growth mindset is more effective when it's rooted in subject pedagogy and from a more stealthy approach. With that in mind, the following are worth considering in your classroom: ● Think carefully about the language you use in every interaction with every student ● Praise effort over intelligence; praising children’s intelligence harms their motivation and this ultimately harms their performance
- 18. ● Reward effort and what can be accomplished through study, practice, perseverance and good strategies ● Set high standards; challenge students from the start ● Allow students to learn from mistakes and develop perseverance and resilience, effectively engaging in deliberate practice. Embrace mistakes as an opportunity for learning. ● Use feedback effectively, signposting students to use the correct subject-specific learning strategies, then allow them time to act on this specific feedback
- 19. Mistakes create brain growth
- 21. CTTCS chose to focus on growth mindset at the start of this year for several reasons: We are welcoming back students and families who may be concerned that they are “behind”. Disruptions to learning during COVID has resulted in some students and families feeling less engaged in school-based learning.
- 22. Encouraging a growth mindset supports the mental health and well-being of students and staff. It is consistent with a faith-based perspective of growth. The provincial math plan, which is being rolled out this year, identifies attending to environment and attitudes toward learning as a prerequisite to improving math instruction. Research indicates that mindset is essential to supportive relationships, learning and academic achievement.
- 23. Resources https://www.mindsetworks.com/default https://www.mindsetkit.org/ https://www.youcubed.org/resource/growth-mindset/ To show middle year/high school students https://www.youtube.com/watch?v=ZoYDHUGIwuE&t=84s http://studentexperiencenetwork.org/wp-content/uploads/2015/09/What-We-Know-About- Growth-Mindset.pdf
- 24. Ressources en français: Mentalité de croissance ● Une mentalité de croissance, s’ouvrir aux possibilités ● Comment permettre le développement de la mentalité de croissance en milieu scolaire? ● Comment offrir de la rétroaction aux élèves de façon à adopter une mentalité de croissance? ● Comment répondre aux besoins de nos élèves? ● Comment instaurer un climat de classe positif favorisant le développement d’une mentalité de croissance? ● Comment faire le monitorage de la mentalité que l’on adopte? ● Quels sont les liens entre la neuroplasticité et la mentalité de croissance? ● Quelles sont les stratégies pour développer et soutenir une mentalité de croissance? ● Comment reconnaître les déclencheurs d’une mentalité fixe et les surmonter? ● Est-ce moi qui affronte les défis ou est-ce plutôt le contraire? ● Quelle est l’influence de mon état d’esprit sur mon apprentissage? ● Quelle est la différence entre une mentalité fixe et une mentalité de croissance? ● Qu’est-ce que la mentalité de croissance? Cliquez sur les liens pour accéder des vidéos et documents.
Editor's Notes
- #3: Think-pair-share. Allow think time, then 1 min turn and talk, then pairs share with larger group if they are willing. OR USE NEXT SLIDE
- #4: MAKING LEARNING OUTCOMES TRANSPARENT
- #5: Where is your school culture along this spectrum? SELF ASSESSMENT 30 seconds reflect? Share with a partner your responses to any of these THINK PAIR SHARE Hidden slide 2 for more discussion if you like
- #6: 11 minutes SAY SOMETHING
- #7: With a fixed mindset, people believe basic qualities, like intelligence or talent, are simply fixed traits. The belief is an individual is either good or not good at something based on inherent nature. Fixed mindset individuals dread failure because it is a negative reflection of abilities. In a fixed mindset, students believe basic abilities, intelligence, and talents, are fixed traits and will not change regardless of work ethic (Dweck, 2012). Students with fixed mindsets believe intelligence is dependent on innate ability rather than effort. A fixed mindset makes the assumption that character is given and it cannot change in any meaningful way. Today individuals are striving for success and want to avoid failure at all costs to maintain a sense of being intelligent or skilled.
- #8: Dweck (2006) suggests that a growth mindset evolves from an attitude of hard work, learning, training, and perseverance. Growth mindset is learning, growing, and hard work despite setbacks. Students with a growth mindset view failures as potential chances for instructive feedback and are more likely to learn from mistakes (Dweck, 2006). A growth mindset is viewed as changeable and can be developed through work ethic and perseverance. Two traits that predict achievement within a growth mindset are grit and selfcontrol. The mindset held in any domain has a great influence on how gritty an individual will be in the pursuit of accomplishments. Children today are faced with many challenges and pressures, as a society the understanding of rigor and hard work should be instilled in students as they progress through the education system.
- #9: There are lots of good poster ideas for classrooms. They are more powerful if they’re student generated
- #10: Ultimately, you are the architect of your brain. When you change your beliefs, learn something new or become mindful of your habitual reactions to unpleasant emotions, you actually alter the neurochemistry and the structure of your brain.
- #11: Note that this quote does not mean we should artificially praise students or inflate their sense of ability; rather that we can help them focus on progress and their ability to grow and learn
- #13: Mental Health is a priority in the Provincial Education Plan, especially as students have experienced heightened anxiety during COVID. The hype around learning loss and expanded learning gaps exacerbates the fear and anxiety associated with a return to school. Teachers can help students frame their loss of instruction as something that can be overcome, rather than a fixed reality with lasting impacts. “If fixed mindsets increase risk for mental health problems, can teaching growth mindsets improve resilience and mental health? Interventions teaching growth mindsets of intelligence and personality have improved academic performance, increased social behavior, and help students manage anxiety and depressive symptoms, as well as improving self-esteem.”
- #14: Whether you are a parish catechetical leader or a Catholic School administrator, a catechist or teacher, or a parent, or play another role in ministry, your mindset is an important aspect of your role! Carol Dweck’s research demonstrates that our successes can be influenced by how we think about our talents and abilities. In your role in religious education, would you say that you have a “fixed mindset” or a “growth mindset”? Do you believe that your abilities are fixed? Or do you believe that your abilities can be developed? Having and exercising a “growth mindset” can help you take on challenges and turn them into opportunities.
- #15: Students with a fixed mindset are more likely to give up easily, whereas students with a growth mindset keep going even when work is hard, and are persistent, displaying what has been termed “grit”-Carol Dweck The fixed mindset thinking that is so damaging--a mindset in which students believe they are either smart or are not--cuts across the achievement spectrum, and some of the most damaged by these beliefs are high-achieving girls (Dweck, 2006)
- #19: How can we support our parents with positive communication with their children around learning?
- #20: Along with a growth mindset, current research into math learning shows that our attitude around mistakes has a huge impact on achievement. Brain research has shown that with thinking, struggle, and making mistakes, new neural pathways grow. We literally grow our brains by making mistakes. Rather than anxiety, and in fact shame, that can accompany struggle in mathematics, teachers need to help students understand that no one, not even the world’s best mathematicians, work through problems without mistakes, and that if we didn’t make any mistakes, we wouldn’t be learning.
- #21: From youcubed.org Week of Inspirational Math (WIM)
- #22: One of the most powerful things a teacher can do is be transparent with students about the fact that we are learners too! Take risks! Try things! Reach out to your ILC!
- #23: Note: The full table is in the resource booklet shared with administrators Growth mindset is not a silver bullet, and explicitly teaching it is not as effective as modeling and embedding it. Despite its popularity, the concept has recently come under fire. In fact, efforts to replicate Dweck's work in the classroom have all but failed because, according to Dweck, you can't actually 'teach' growth mindset, it's more subtle than that. Dweck insists that it is less about telling pupils what to think, and more about showing them. “Growth mindset is about embodying it in all the everyday practices that educators do. Presenting material with students’ understanding that you think they can all learn it to a high level. It’s collaborating with students, and giving feedback to them on their learning processes. It’s about helping children to relish challenges, because the challenges can help them grow their abilities.” So is there value in teaching the concept of growth mindset at all? Growth mindset may not need to be taught explicitly, but children of all ages can benefit from being taught the language of meta-cognition, which allows them to be aware of their own thoughts and of how they make decisions about their own learning and effort. - From Kate Herbert-Smith’s article Growth mindset: the key to successful teaching? https://www.mindsetworks.com/websitemedia/resources/growth-mindset-feedback-tool.pdf
- #27: There may be real or perceived “gaps” in learning. Our goal as educators is to meet students where they are at, like we always do. We approach our work and our students with a strength-based perspective. Help students focus on the growth they made, and to be at ease with starting where we are.
- #28: We could attach many resources
- #29: A You Tube search yields lots of information!