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![A Need at YMS?
• “Get the kids that don’t care involved. Biggest challenge for me.”
• “Find a way for kids to care and find that drive (motivation).”
• “Give the students more work ethic and motivation. They sincerely think they
are working sooooo hard, but they do 15 minutes of homework a night.”
• [Find a way to] “make students responsible for their own education.”
• “I would make 9th graders care. I would make them realize they are only
hindering their future when they are apathetic.”
• “...effort appears to be dropping and we don't have many positive options for
students who are doing well already.”
• “Make [kids’] home life happy so they are all happy and not stressed at
school.”
• [We need] “some kind of master plan” and “A vision of something beyond
where we are now.”
From staff survey question: If you could wave a magic wand and
make YMS more awesome than it already it, what would you do?](https://image.slidesharecdn.com/cb8065b0-6136-480e-9bdc-1247686a3863-150128201050-conversion-gate02/85/Growth-Mindset_Staff-Training_Building-Day-1_2014_Presentation-with-Cuts-12-320.jpg)
![The Golden Circle
What
Every organization on the planet
knows WHAT they do. These are
products they sell or the services
they offer.
How
Some organizations
know HOW they do it. These
are the things that make
them special or set them
apart from their competition.
Why
Very few organizations know WHY
they do what they do. WHY is not
about making money [or for us,
student achievement]. That’s a result.
It’s a purpose, cause or belief. It’s the
very reason your organization exists.
Growth Mindset is Our “Why”
Our SIP Work, School-wide Goals,
Teaching Framework, PBIS
Tasks, strategies, culture, supporting
each other (“All In”)
All about growth – student learning &
behavior, professional learning](https://image.slidesharecdn.com/cb8065b0-6136-480e-9bdc-1247686a3863-150128201050-conversion-gate02/85/Growth-Mindset_Staff-Training_Building-Day-1_2014_Presentation-with-Cuts-53-320.jpg)
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Growth Mindset_Staff Training_Building Day 1_2014_Presentation with Cuts
- 1. Building Growth Mindsets atYelm Middle School Staff Building Day 1 August 25th, 2014
- 2. Quiz-Quiz-Trade *Take a statementfrom the center of your table. *Choose your % of agreement (from 0-100%). -totally agree 100% -totally disagree 0% *Stand up, hand up, pair up -with someone holding a different colored paper *Share statement, % agreement, and reasoning and listen to partner’s statement, % agreement, and reasoning. *1 minute per pair up -wait for announcement to switch partners *4 total pair ups *We will revisit these statements later.
- 3. Intelligence is fixedand cannot be changed. 100% Agree 0% Disagree Motivation is determined more by external conditions than internal drive. 0% Disagree 100% Agree Quiz-Quiz-Trade
- 4. People care lessabout what you do than why you do it. 100% Agree 0% Disagree It is important to praise student ability and intelligence to build student confidence. 0% Disagree 100% Agree Quiz-Quiz-Trade
- 5. Extrinsic rewards workwell to motivate students to learn. 100% Agree 0% Disagree The more intelligent you are, the less likely you will persevere through challenges. 0% Disagree 100% Agree Quiz-Quiz-Trade
- 6. Raising expectations canset lower performing students up for failure and cause them to give up. 100% Agree 0% Disagree Effort can be taught.0% Disagree 100% Agree Quiz-Quiz-Trade
- 7. Quiz-Quiz-Trade *Take a statementfrom the center of your table. *Choose your % of agreement (from 0-100%). -totally agree 100% -totally disagree 0% *Stand up, hand up, pair up -with someone holding a different colored paper *Share statement, % agreement, and reasoning and listen to partner’s statement, % agreement, and reasoning. *1 minute per pair up -wait for announcement to switch partners *4 total pair ups *We will revisit these statements later.
- 8. Building Growth Mindsets atYelm Middle School Staff Building Day 1 August 25th, 2014
- 9. Growth Mindset EssentialQuestions 1) How can YMS best motivate students to maximize learning and achievement? 2) How can YMS use a Growth Mindset to help us be more effective in responding to the challenging work of focused school improvement, school-wide goals, and positive culture among students and staff?
- 10. To beable to articulate the differences between growth mindsets and fixed mindsets. To be able to describe student and teacher practices that exemplify each mindset and to analyze how environments and culture lead to the development of both growth and fixed mindsets To consider growth mindset as the “why” that drives our “what” and “how” To understand how growth mindset strategies can increase student learning and motivation Building Growth Mindsets at MS Learning Targets:
- 11. A Need Acrossthe Nation In a 2012 survey of a diverse group of teachers across the U.S., they listed student motivation as the greatest challenge they faced in their efforts to improve student learning. Chosen by a 2-1 margin over any other answer, student motivation was defined as “a desire to engage, an interest in learning, and the ability to sustain efforts in the face of challenges.” Carol Dweck’s research on growth mindset has identified a core belief that drives a pattern of motivation-related behavior and outcomes.
- 12. A Need atYMS? • “Get the kids that don’t care involved. Biggest challenge for me.” • “Find a way for kids to care and find that drive (motivation).” • “Give the students more work ethic and motivation. They sincerely think they are working sooooo hard, but they do 15 minutes of homework a night.” • [Find a way to] “make students responsible for their own education.” • “I would make 9th graders care. I would make them realize they are only hindering their future when they are apathetic.” • “...effort appears to be dropping and we don't have many positive options for students who are doing well already.” • “Make [kids’] home life happy so they are all happy and not stressed at school.” • [We need] “some kind of master plan” and “A vision of something beyond where we are now.” From staff survey question: If you could wave a magic wand and make YMS more awesome than it already it, what would you do?
- 13. See this handout fora graphic organizer on the basic differences between a fixed mindset and a growth mindset. FIXED vs. GROWTH
- 18. Listen to eachstudent speak about how they respond to challenges. What do you hear that reflects either a growth mindset or fixed mindset? Do you hear any students contradicting themselves? https://www.youtube.com/watch?v=Sixp6QJP9rM
- 19. What do youhear that reflects either a growth or fixed mindset? https://www.youtube.com/watch?v=V61LCE2EKAQ&feature=youtu.be
- 23. Mindsets and theLearning Environment So the culture we create will influence the mindset of students and staff.
- 24. Take turns witha shoulder partner generating examples of a “fixed mindset” in contemporary popular culture. (one minute). (Hint: Think of media messages and popular sayings or slang).
- 25. Praising intelligence, risk-adversebehaviors, non-specific feedback (“good job”)
- 29. 3 Key Strategiesfor Developing Growth Mindset in the Classroom? 1. Create a risk-tolerant environment by normalizing mistakes and “fast failures.” 2. Set and model high expectations through high-challenge, high-support practices. 3. Praise effort and process, not ability or intelligence. Avoid generalities such as “good job” – praise specific behaviors and thinking strategies that are within student control
- 30. Cold Call (byPopsicle Stick), Stretch It (or Repeat), No Opt Out What is the difference between high standards and high expectations?
- 39. Listen carefully tothe experiments described in this video and how students reacted to different forms of praise. What resonates with you after hearing the results? How can this inform our instruction? https://www.youtube.com/watch?v=NWv1VdDeoRY
- 48. Growth Mindset isnot just TFC!
- 49. Intelligence is fixedand cannot be changed. Motivation is determined more by external conditions than internal drive. Quiz-Quiz-Trade Results Growth or Fixed Mindset? Growth Fixed Growth Fixed
- 50. People care lessabout what you do than why you do it. It is important to praise student ability and intelligence to build student confidence. Quiz-Quiz-Trade Results Growth Fixed Growth Fixed
- 51. Extrinsic rewards workwell to motivate students to learn. The more intelligent you are, the less likely you will persevere through challenges. Quiz-Quiz-Trade Results Growth Fixed Growth Fixed Qualifying Statement: Research shows that extrinsic rewards have proven to work well at motivating people to do simple tasks that are well within their abilities, but extrinic rewards actually decrease performance results on creative and/or problem-solving tasks. For more complex, problem-based tasks, the conditions of autonomy, mastery, and purpose must be present to produce motivation that results in improved performance. Qualifying Statement: This statement, whether it can be said to represent a fixed mindset or not, is actually true. So if you agreed with the statement 100%, you were correct. Angela Duckworth’s research on “grit” and perserverance showed an inverse relationship between talent and effort.
- 52. Effort can betaught. Quiz-Quiz-Trade Results Growth Fixed Growth Fixed Raising expectations can set lower performing students up for failure and cause them to give up.
- 53. The Golden Circle What Everyorganization on the planet knows WHAT they do. These are products they sell or the services they offer. How Some organizations know HOW they do it. These are the things that make them special or set them apart from their competition. Why Very few organizations know WHY they do what they do. WHY is not about making money [or for us, student achievement]. That’s a result. It’s a purpose, cause or belief. It’s the very reason your organization exists. Growth Mindset is Our “Why” Our SIP Work, School-wide Goals, Teaching Framework, PBIS Tasks, strategies, culture, supporting each other (“All In”) All about growth – student learning & behavior, professional learning
- 54. The Golden Circle+ Human Brain People respond to the “feeling” of a message first before even trying to comprehend the logic of the message.
- 55. What drives motivationin students? Autonomy (the urge to direct their own learning; having choice) Mastery (the desire to get better and better at something that matters; having useful feedback) Purpose (the yearning to do work that is relevant and in the service of something greater than ourselves)
- 59. Exit Question /Feedback How could practicing Growth Mindset as a staff and teaching it to students help us improve teaching and learning at YMS? Continue the Conversation, Keep the Learning Going Ask me more questions. Give me your ideas. Talk with your fellow staff members. Explore the resources sent to you by email today. Review this PowerPoint (sent to you by email). Listen and watch for “mindset” in what others say and do. Try the strategies in your classroom.
Editor's Notes
- #3 Using Kagan strategies now. See, I am trainable!
- #8 Using Kagan strategies now. See, I am trainable!
- #54 Very few people and organizations can clearly articulate WHY they do what they do. Why is a purpose, a cause or a belief. It provides a clear answer to Why we get out of bed in the morning, Why our company even exists and why that should matter to anyone else. Making money is NOT a Why. Revenues, profits, salaries and other monetary measurements are simply results of what we do. The Why inspires us.
- #55 None of this is opinion. It’s all grounded in the tenets of biology. If you look at a cross-section of the human brain, what you see is that it is actually laid out in three major components that correlate perfectly with The Golden Circle. Our newest brain, our Hom-sapien brain, our neo-cortex, corresponds with the What level. The neo-cortex is responsible for all of our rational and analytical thought and language. The middle two sections make up our limbic brain. Our limbic brain is responsible for all of our feelings, like trust and loyalty. It’s also responsible for all human behavior, all decision-making, and it has no capacity for language. In other words, when we communicate from the outside-in, though people can understand vast amounts of complicated information like features, benefits, facts and figures, it just doesn’t drive behavior. When we can communicate from the inside-out, we’re talking directly to the part of the brain that controls behavior and decision-making, and then people rationalize their decisions with the neo-cortex. The neo-cortex, the thinking part of the brain, is always trying to understand and make sense of the world. This is the reason we think we’re rational beings when we’re really not. If we were, we would never buy a product or service simply because of how it makes us feel. We would never be loyal, we’d always just choose the best deal. We’d never care about trust, we’d only evaluate the numbers. But we don’t do that. We do choose one product, service or company over another because we feel we can trust them more. We do buy things that we think are worth extra money even though all the facts and figures may indicate there is no significant difference. This is the reason we can say that people don’t buy What you do, they buy Why you do it and What you do simply serves as the tangible proof of what you believe. For the Golden Circle to work properly, you must have clarity of Why, discipline of How and consistency of What you do. For others to know Why you do what you do, you must be clear first. You must hold yourself and your people accountable to your values and guiding principles. And everything you say and everything you do must be consistent. We live in the tangible world. They only way people will know what we believe is if we say and do what we believe. Again – people don’t buy What you do, they buy Why you do it.