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Growing smarter presentation

  1. 1. Growing Smarter: Techniques that Teach Every Kid How to Grow a Better Brain Presented by Betsey KennedyBig Shanty
  2. 2. The Phantom Tollbooth by Norton Juster
  3. 3. Mindset QuestionnaireComplete the mindsetquestionnaire in yourpacket or online at
  4. 4. “It has been a long trip," said Milo,climbing onto the couch where the princessessat; "but we would have been here much soonerif I hadnt made so many mistakes. Im afraid itsall my fault." "You must never feel badly about makingmistakes,” explained Reason quietly, "as long asyou take the trouble tolearn from them. For youoften learn more by beingwrong for the right reasonsthan you do by being rightfor the wrong reasons.”
  5. 5. Growth Mindset vs. Fixed Mindset• Growth Mindset – Believe that ability is changeable – Success is the result of effort – Smart is something you get, not something you are• Fixed Mindset – Believe that ability is set and unchangeable – Accomplishments are related to natural ability rather than effort or practice
  6. 6. Characteristics of Students with a Growth Mindset• Understand that even people with high levels of intelligence must put effort into their work• Welcome challenges and stick to difficult tasks• Find inspiration in the success of others• Reach higher levels of achievement
  7. 7. Where does IQ fit in?• Intelligence develops over time as a result of experience• Alfred Binet – “A few modern philosophers… assert that an individual’s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.”• Robert Sternberg – The major factor in whether people achieve expertise “is not some fixed prior ability, but purposeful engagement.”
  8. 8. Characteristics of Students with a Fixed Mindset• Seek tasks that prove their intelligence and avoid tasks that do not• Little desire to learn• Intense interest in how they will be judged• Believe that effort is not necessary if you have natural ability
  9. 9. “Milo quickly pulled the rule bookfrom his pocket, opened to the page, andread, “Ordinance 175389-J: It shall beunlawful, illegal, and unethical to think,think of thinking, surmise,presume, reason, meditate,or speculate while in theDoldrums. Anyone breakingthis law shall be severelypunished!”
  10. 10. Problems Caused by a Fixed Mindset• Likely to decrease effort when faced with a challenge• Academic achievement decreases over time• Experience less fulfillment from learning• More likely to cheat
  11. 11. Occurrence of Fixed vs. Growth Mindsets• 40% of students exhibit fixed mindset• 40% of students exhibit growth mindset• 20% have mixed mindset Mixture 20% Fixed 40% Growth 40%
  12. 12. Teachers can help students to change their mindsets. (For better or for worse!)“You can swim allday in the Sea ofKnowledge and stillcome outcompletely dry.Most people do.”
  13. 13. Model a Growth Mindset• Tell your own stories• Show pleasure in taking on a challenge• Apologize when things are easy• Give work that truly challenges all students
  14. 14. “Everybody is so terribly sensitive Find Examples about the things they know best.”• Look for examples of growth mindset and fixed mindset in books• Talk about the mindsets in famous individuals – Great examples of growth mindsets: • Michael Jordan (cut from high school basketball team) • Walt Disney (first company went bankrupt) • Dr. Seuss (first book was rejected by 27 publishers) • Thomas Edison (sent home from school because he was “too stupid to learn anything;” later said “I never failed once. I invented the light bulb. It just happened to be a 2,000-step process.")• Point out examples in the classroom and school
  15. 15. Emphasize Effort• Praise students for their effort rather than the final result• Keep a weekly Effort Log• Start a classroom “Wall of Effort” to include famous individuals and everyday people• Display work that demonstrates great effort “The only thing you can do• Effort Tickets easily is be wrong, and thats hardly worth the effort.”
  16. 16. Study the Brain• Teach students the basics of how the brain works• Bring up lessons in context (Example: talking while others are reading)• Learn about how the brain makes new connections and what happens to bored, underused brains (
  17. 17. Build Your Brain• Help students to imagine the brain as a muscle that can get stronger through workouts or wither if not challenged• Teach students about learning styles and help them to discover their own• Provide problem-solving scenarios that encourage growth mindset thinking• Draw mind maps and think about how they change as we learn more
  18. 18. “Ah, this is fine," hecried triumphantly, holdingup a small medallion on achain. He dusted it off, andengraved on one side werethe words "WHY NOT?" "Thats a good reasonfor almost anything - a bitused perhaps, but still quiteserviceable.”
  19. 19. ReferencesAtwood, J. R. (April, 2010). Mindset, motivation and metaphor in school and sport: Bifurcated beliefs and behavior in two different achievement domains. Paper presented at the meeting of the American Education Research Association, Denver, CO. Retrieved from, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. Retrieved from pdfviewer/pdfviewer?vid=6&hid=9&sid=3805fb9b-c998-445f-8a5e-476c4db8b13a%40 sessionmgr13Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House Publishing Group.Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39. Retrieved from, H. (1969). Issues in Testing. Retrieved from, M.D. (1999, April). I feel like I’m the dumbest in the class: Effort, persistence, and achievement motivation in the classroom. Paper presented at the meeting of the American Educational Research Association, Montreal. Retrieved from, J. W. (2008). Essentials of life-span development. Boston, MA: McGraw-Hill Higher Education.