Carol Dweck & Ross Greene - Framing How Kids Learn

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The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.

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Carol Dweck & Ross Greene - Framing How Kids Learn

  1. 1. Building Skills with Problem Solving and Mindset K. Wilson Hamilton-Wentworth District School Board Karen.wilson@hwdsb.on.ca Twitter: @kawilson68
  2. 2. A frame of reference:•A presentation by Dr. Bruce Ferguson of Sick KidsHospital in Toronto•A presentation by Garfield Gini-Newman onbuilding critical thinking into curriculum•A presentation by Will Richardon, author of Blogs,Wikis, Podcasts, and Other Powerful Web Tools forthe Classroom and advocate for social technology•Reading and course “Parenting your ExplosiveChild” by Ross Green•It is being used as a program GLS students in ourschool to build skills and confidence
  3. 3. Some Questions: • What challenges do many students have within the classroom? • What kinds of attitudes and behaviours hinder a student’s learning?
  4. 4. Some Questions: • Why do some kids refuse to do ANY work? • Why do some kids refuse ANY help?
  5. 5. Does this sound familiar?
  6. 6. MINDSET How can we helpstudents WANT to learn?
  7. 7. Carol Dweck(Professor of Pyschology at Stanford) • She says to ‘start where they are’. • They are doing what they can with what they have. • …with what they believe determines their performance. • There are 2 kinds of personality mindsets: fixed and growth
  8. 8. Fixed Mindset• Believe they are just the way they are• Avoid challenges• Get blocked by obstacles• Avoid effort and hard work• Ignore criticism – valid or not• Feel threatened by the success of others• If they have to WORK at something, that is evidence that they aren’t smart
  9. 9. Growth Mindset• Believe they can learn and improve• Embrace Challenges• Persist even with setbacks• See effort as useful for growth• Accept and learn from criticism• Inspired by successes of others
  10. 10. Warnings and Cautions: • Fixed mindset is not limited to students who do well in school. Students with high grades can also be fixed. • Adults (parents, teachers, administrators, etc.) can also be either growth or fixed mindset.
  11. 11. Consider:• Consider some of your lowest and highest achieving students. G or F?• Consider some of your colleagues? G or F?• Consider yourself? G or F?
  12. 12. In school, FIXED MINDSETS:• are concerned with how smart they are (whetherthey have been told they are smart or not)•prefer tasks they can already do well or take theeasy way out•avoid tasks where they may make mistakes and notlook smart•avoid efforts because they think it is connected tofailure•Want neat and clean answers
  13. 13. In school, GROWTH MINDSETS:•believe in an "expandable" or "growth" theory ofintelligence•want to challenge themselves•want to increase their abilities, even if they fail atfirst•will try because they believe effort is a positivething•don’t mind working through confusions or muddyareas
  14. 14. Dweck’s Study:• She created a 8-week intervention program• Control group learned study skills• Another group had study skills + how to ‘build the brain’ – how it’s a muscle to grow and use• In just two months…students from the 2nd group, compared to the control group, showed marked improvement in grades and study habits.
  15. 15. The “Brainology Curriculum” includes:•Showing the basics of the structure andfunction of the brain•How to be ready to learn•How attention and concentration aresupported•How learning and emotions influencethe brain•
  16. 16. •Strategies for managing emotions•HOW LEARNING CHANGES THE BRAIN•Mental exercises•Activities to promote learning•Memory and how it works•Study strategies to maximize how the brainworks, learns an remembers
  17. 17. Growth can be taught/learned? • “Study skills and learning skills are inert until they’re powered by an active ingredient. Students may know how to study, but won’t want to if they believe their efforts are futile .”
  18. 18. So, how can we encouarge agrowth mindset? • In the same way you wouldn’t call a student ‘stupid’ or ‘dumb’, telling a student s/he is ‘smart’ or ‘intelligent’ promotes a fixed mindset. • Help students connect efforts to their achievement (AFL) which promotes a growth mindset. • Focus on success criteria in giving feedback…concrete to content. • Continually praise efforts.
  19. 19. Ross Greene(Associate Clinical Professor at Harvard) • He says «KIDS DO WELL IF THEY CAN» • Kids would do better if they had more chances to refine their l a g g i n g skills • Adults need to work with kids to help them work through problems (collaborative problem solving model)
  20. 20. Lagging Skills (Unsolved Problems):Have difficulty… • handling transitions • balancing multiple thoughts • considering a range of solutions to a problem • considering outcomes of actions • expressing needs or concerns • Managing emotions/frustrations • Irritable and anxious
  21. 21. Problem Solving Plans
  22. 22. More Resources• Ross Greene - http://www.ccps.info/• Carol Dweck - http://www.brainology.us/

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