The College Classroom (Wi14) Week 5: Fixed and growth mindsets and assessment that supports learning
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The College Classroom (Wi14) Week 5: Fixed and growth mindsets and assessment that supports learning

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Peter Newbury and Beth Simon

Peter Newbury and Beth Simon
Center for Teaching Development
University of California, San Diego
7 February 2014

collegeclassroom.ucsd.edu

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The College Classroom (Wi14) Week 5: Fixed and growth mindsets and assessment that supports learning The College Classroom (Wi14) Week 5: Fixed and growth mindsets and assessment that supports learning Presentation Transcript

  • 1 collegeclassroom.ucsd.edu #tccucsd on target by hans_s on flickr CC-BY-ND
  • Week 5: Fixed vs. growth mindset and assessments that support learning The College Classroom February 4 and 6, 2014 Unless otherwise noted, this work is licensed under a Creative Commons AttributionNonCommercial 3.0 Unported License.
  • Vocabulary Check: Mindsets [1] 3 Entity, Performance-oriented, Mastery-oriented, Incremental, helpless, Fixed Malleable, Growth The helpless [children] believe that intelligence is a fixed trait: you have only a certain amount, and that’s that. The mastery-oriented children think intelligence is malleable and can be developed through education and hard work. collegeclassroom.ucsd.edu #tccucsd View slide
  • Clicker question: In your experience, which of these best describes people’s fixed and growth mindsets? 4 (X and Y are activities/concepts like “playing the guitar” or “speaking a foreign language”) A) Some people have a fixed mindset about X and enjoy doing it B) Some people have a growth mindset about X and hate doing it C) Some people have a fixed mindset about everything D) Some people have fixed mindset about X and a growth mindset about Y collegeclassroom.ucsd.edu #tccucsd View slide
  • Clicker question: How many of these are signs of a fixed mindset? 5 [challenges] “playing it safe” / low-risk participation [obstacles] will not give up when challenged [effort] practices enough to meet required standard [feedback] does not seek feedback [success] studies/analyzes success of others A) 1 of these collegeclassroom.ucsd.edu #tccucsd B) 2 C) 3 D) 4 E) all 5
  • 6 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • 7 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • 8 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • 9 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • 10 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • 11 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • Agency “Human agency is the capacity for human beings to make choices. It is normally contrasted to natural forces, which are causes involving only unthinking deterministic processes.” Wikipedia en.wikipedia.org/wiki/Agency_(philosophy) 12 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2]
  • 13 more expert-like deliberate practice growth mindset? collegeclassroom.ucsd.edu #tccucsd
  • Clicker question: growth mindset and deliberate practice 14 In your opinion, which of these is true? A) [necessary] you need a growth mindset to engage in deliberate practice B) [sufficient] if you have a growth mindset, then you’ll engage in deliberate practice C) [necessary and sufficient] you engage in deliberate practice if, and only if, you have a growth mindset D) [neither] no relationship between mindset and deliberate practice collegeclassroom.ucsd.edu #tccucsd
  • 15 If a growth mindset is necessary for us to engage in deliberate practice to become more expert-like in our disciplines… …what about your students? What is their mindset towards your class? Most likely a mix of fixed and growth. How do you help your students become more expert-like? collegeclassroom.ucsd.edu #tccucsd
  • Feedback and Practice that Enhance Learning (How Learning Works [3]) 16 When Practice Does Not Make Perfect… Students’ writing in public policy course They Just Do Not Listen! Students’ presentations in medical anthropology course The instructors don’t recognize their own expertize, fail to give useful practice and feedback. “expert blindness” “curse of knowledge” collegeclassroom.ucsd.edu #tccucsd
  • Feedback and Practice that Enhance Learning (How Learning Works[3]) 17 Goal-directed practice coupled with targeted feedback are critical to learning. Excellent Shot by Varsity Life on flickr CC collegeclassroom.ucsd.edu #tccucsd Music by Piulet on flickr CC
  • Feedback and Practice that Enhance Learning (How Learning Works[3]) 18 Goal-directed practice coupled with targeted feedback are critical to learning. [G]oals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. [p. 127] [T]argeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance. [p. 141] collegeclassroom.ucsd.edu #tccucsd
  • Feedback and Practice that Enhance Learning (How Learning Works[3]) 19 Goal-directed practice coupled with targeted feedback are critical to learning.     practice is goal-directed productive practice timely feedback feedback at appropriate level collegeclassroom.ucsd.edu #tccucsd
  • Aside: exploring these characteristics 20  analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [4])  contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [4]) collegeclassroom.ucsd.edu #tccucsd
  • Scenarios 21 In a moment but not yet, find 2 or 3 others with the same colored sheet as you. Together, think of examples/scenarios of both cases, in sports/hobbies and in teaching and learning. feedback at feedback not at appropriate level appropriate level productive practice unproductive practice practice is goal-directed practice not goal-directed timely feedback untimely feedback collegeclassroom.ucsd.edu #tccucsd
  • teaching and learning sport/hobby Feedback at Appropriate Level 22 collegeclassroom.ucsd.edu #tccucsd Feedback not at Appropriate Level
  • teaching and learning sport/hobby Productive Practice 23 collegeclassroom.ucsd.edu #tccucsd Unproductive Practice
  • teaching and learning sport/hobby Practice Goal-directed 24 collegeclassroom.ucsd.edu #tccucsd Practice not Goal-directed
  • teaching and learning sport/hobby Timely Feedback 25 collegeclassroom.ucsd.edu #tccucsd Untimely Feedback
  • 26 What kind of assessment gives timely feedback at an appropriate level to support goal-directed and productive practice? collegeclassroom.ucsd.edu #tccucsd
  • 27 collegeclassroom.ucsd.edu #tccucsd
  • Clicker question 28 Does this rubric foster a A) fixed mindset (“performance-oriented”) B) growth mindset (“mastery-oriented”) C) neither D) both collegeclassroom.ucsd.edu #tccucsd
  • 29 collegeclassroom.ucsd.edu #tccucsd
  • Teaching Statement Rubric Excellent Needs Work Goals for student learning Enactment of goals (teaching method) Assessment of goals (measuring student learning) Creating an inclusive learning environment Structure, rhetoric and language 30 collegeclassroom.ucsd.edu #tccucsd Weak
  • Rubric = Instructional Scaffolding 31  support growth mindsets  path to improvement  goal-directed [G]oals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.  targeted feedback [T]argeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance. collegeclassroom.ucsd.edu #tccucsd
  • Instructional Scaffolding 32  Needs to be given BEFORE and BUILT INTO assignment    Outlines what it takes to improve Supports Zone of Proximal Development [5] (“reasonable yet challenging goal” [3]) James Paul Gee [6] “What video games have to teach us about learning and literacy” angrybirds.com collegeclassroom.ucsd.edu #tccucsd
  • Take Away 33  Plan your course (learning outcomes, activities and assessments) What should students learn? What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca collegeclassroom.ucsd.edu #tccucsd
  • Take Away 34  Plan your course (learning outcomes, activities and assessments)  Motivation and Expertise  growth mindset is necessary for deliberate practice, development of expertise  How YOU behave in the classroom   rewarding errors, etc. take care to support and be sensitive to minority experiences collegeclassroom.ucsd.edu #tccucsd
  • Mindset for your students 35 You must foster a growth mindset in your students. collegeclassroom.ucsd.edu #tccucsd
  • Mindset for your students and you 36 You must foster a growth mindset in your students. You must have a growth mindset about your students’ ability to learn. collegeclassroom.ucsd.edu #tccucsd
  • References 37 1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43. 2. Nigel Holmes http://nigelholmes.com/home.htm 3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. 4. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press. 5. Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. New Directions for Child and Adolescent Development, 1984, 23, 7–18. 6. Gee, J.P. (2005). Learning by Design: good video games as learning machines. E-Learning 2, 1, 5-16. collegeclassroom.ucsd.edu #tccucsd
  • Wednesday, February 5, 2014 Time: 12:00 PM to 1:00 PM Place: CSB 003 Speaker: Erik Andersen Title: Designing Engaging Learning Experiences A key challenge in education is designing course content that keeps students engaged. To do this, we need ways to design learning experiences so that they can be tailored to the needs of each student and optimized with user data. In this talk, I will discuss lessons learned from the development of Refraction, a free online video game for learning fractions that has attracted one million players. I will show how we can automatically generate progressions of practice problems for teaching a procedural skill through analysis of that procedure. 38 collegeclassroom.ucsd.edu #tccucsd