Behold the Turtle

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Slides used at the Herts Primary Heads conference in Brighton on 11th Oct 2012

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Behold the Turtle

  1. 1. So, how do you want to play this?Nature, nurture, or a bit of both?ChallengingLearning.comjames@p4c.com@JamesNottinghmFacebook.com/ChallengingLearning
  2. 2. Carol Dweck, Professor of Psychology and author of Mindset
  3. 3. Mainly nature Mainly nurture Innate talents & Incremental talents & intelligence intelligence Fixed Growth
  4. 4. This is a self-portrait by Aelita Andre
  5. 5. Jamaica 1 – 2 – 3
  6. 6. Herts Looked-after Children Reading 67% (90%) Writing 54% (87%) Maths 71% (93%)Nurture Nature
  7. 7. Fixed Mindset Growth MindsetIntelligence and ability are fixed Intelligence and ability can growNaturedetermines talents Nurture determines abilitiesI am naturally good at some things I have developed my talentsI’ll always struggle with some things Potential is there to be realisedMy priorities My prioritieso Prove myself o Improve myselfo Succeed easily o Take challengeso Avoid failure of any sort o Learn from my mistakesMy mottos My mottoso No pain, no pain o No pain, no gaino Only stupid people have to try o Learners always try hardo Effortlessly superior o There’s always room to improve
  8. 8. Closing the Gap?• Yes but painfully slow
  9. 9. “One of the mostdamaging aspects of the “gift” mentality is that it makes us think we can know in advance who has the gift …This, I believe, is whatmakes us try to identifygroups who have it and groups who don’t.”
  10. 10. The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonverbal IQtests.
  11. 11. Mueller and Dweck, 1998Intelligence praise“Wow, that’s a really good score. You must be smart at this.”Process praise“Wow, that’s a really good score. You must have tried reallyhard.”Control-group praise“Wow, that’s a really good score.”
  12. 12. Number of problems solved on a 3rd test6.5 6 Effort Praise5.5 Control Praise 5 Intelligence Praise4.5 Trial 1 Trial 3
  13. 13. Boys get 8 times more criticism than girls
  14. 14. Why aren’t more women in science? (S.J. Ceci& W. Williams 2006) We found that bright girls didn’t cope at all well with confusion. In fact, the higher the girl’s IQ, the worse she did. This didn’t happen to boys. For them, the higher their IQ, the better they learned. The confusion only energized them. Since the high IQ girls had done wonderfully well when they didn’t bump up against difficulty, what we’re looking at here isn’t a difference in ability, but a difference in how students cope with experiences that may call their ability into question - whether they feel challenged by them or demoralized by them.
  15. 15. Outdoor learning
  16. 16. Scandinavian ‘curling parents’ FOAFOY
  17. 17. Rank order is a fixed mindset concern; Progress is a growth mindset concern 92 90 90 85 86 85 73 78 84 64 70 78 43 41 40 32 35 34
  18. 18. Pre-test✔ ✔ 10 - 6 = 4✔ ✗✔ ✔ 8–2=6✔ ✔ 7–0=7✔ ✗✔ ✗✔ ✔✔ ✗✔ ✔✔ ✔ 6/10
  19. 19. Sharp pencil ✔Title ✔Date ✔Capital Letters ✔Full stops ✗Describe the character ✔Describe the place ✗First, next, then, finally ✔And, but, so, while, because ✗Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔
  20. 20. This will give your child an advantage next week Preview clubsHomeprep Pre-course reading SEN preview The typical effect of previewing is to double the rate of pupil progress
  21. 21. Learning Detectives Listening Asking questions Concentrating Giving reasons Paraphrasing Connecting Descriptive words Connectives Adverbs Adjectives Metaphors Complex sentences
  22. 22. A few things we can do to develop growth mindsets1.Talk about building talents rather than spotting gifts2. Shift the paradigm of expectation3. Throw obstacles in the way4. Praise actions, not children5. Balance success with challenge6. Preview7. Train those brains
  23. 23. Links ChallengingLearning.com james@p4c.com @JamesNottinghm Facebook.com/ChallengingLearning

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