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Partnership 4 Kids - Growth Mindset Training 201
The document discusses the importance of developing a growth mindset in children, emphasizing that intelligence can be cultivated through effort and learning rather than being fixed. It highlights the differences between fixed and growth mindsets, detailing how they influence students' attitudes towards challenges, feedback, and effort. The speaker suggests strategies for communicating and encouraging a growth mindset in kids, such as praising effort, sharing personal experiences, and focusing on relationships.
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Partnership 4 Kids - Growth Mindset Training 201
- 1. Developing a GrowthMindset in Kids You Care About! Carol S. Dweck, Ph.D. “School is not just about academics; it is also about teaching children a way of being in the world.” Welcome!
- 2. Brain Basics 8/5/2015 2 Color:The cortex (outer layer) is gray. Size: The brain is a little larger than your fist. Weight: The average human adult brain is about 3 pounds, the weight of a large dictionary. Texture: The brain has a soft, lumpy texture similar to cottage cheese. Appearance: The cortex is folded with many grooves and looks a little like a shelled walnut. The top layer of the brain has deep grooves because it is crumpled up. The brain’s surface is a lot bigger than if it were smooth. This makes it possible to fit more brain area inside our heads.
- 3. Neurogenesis 8/5/2015 3 Old! Born witha certain amount of neurons. Can’t Change!!! New! We do generate new neurons & can maintain them through hard work & learning!
- 4. The Old IQThing! 8/5/2015 4
- 5. 8/5/2015 5 IQ RangeClassification Description 160-175 Extraordinary genius Albert Einstein 145-159 Genius Look beyond known facts 130-144 Gifted Understand complex academics 120-129 Superior Typical doctoral degree 110-119 High average Typical college graduate 90-109 Average High school grad/college difficult 80-89 Low average Vocational ed/live independently 70-79 Borderline MR Can complete repetitive tasks 55-69 Mild MR Elem school academics The Old IQ Thing!
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- 7. 8/5/2015 7 Fixed MindsetGrowth Mindset Intelligence is STATIC Intelligence can be DEVELOPED Leads to a desire to look smart and thus a tendency to: Leads to a desire to learn and therefore a tendency to: Avoid challenges Embrace challenges Give up easily due to obstacles Persist despite obstacles See effort as fruitless See effort as a path to mastery Ignore useful feedback Learn from feedback Be threatened by others’ success Be inspired by others’ success Two Mindsets!
- 8. Fixed Mindset 8/5/2015 8 Whatkind of fixed mindset things have you heard other people say?
- 9. Zone of ProximalDevelopment View 8/5/2015 9 Known • Feel Smart • Bored Attainable • Frustrated • Challenge Unattainable • Disengaged • Teaching remains ineffective
- 10. Growth Mindset 8/5/2015 10 One’s“mindset” or beliefs about whether skills, intelligence and personality qualities are fixed or can be developed.
- 11. Why Growth Mindset? 8/5/201511 When students have a growth mindset, they: •Understand that intelligence can be developed. •Focus on improvement instead of worrying about how smart they are. •Work hard to learn more and get smarter. Through effort, the right strategies and getting help from others, you can achieve more than you thought you could.
- 12. What is theeffect of Praise? Intelligence Praise • Wow! You must really be smart! • Study – Decrease in students’ scores Effort Praise • Wow! You must have work really hard! • Study - Increase in students’ scores. 8/5/2015 12 How we praise our kids communicates what we value! Smart? Hard work?
- 13. Research 8/5/2015 13 Carol Dweck,Ph.D, Stanford University These are two people of equal intelligence!
- 14. How does thischange our conversations? 8/5/2015 14 1. Talk about how things are always difficult before they become easy. 2. Empower kids that they have the power to learn & grow! 3. Build relationships – We NEED the relational component of developing growth mindset in kids! 4. Talk about how you had a fixed mindset – I didn’t think I could ever do it, but I worked & worked on it and now I’m….. 5. Shift from TEACHING kids to teachable moments. 6. Don’t praise intelligence, praise the PROCESS! 7. Help kids find a new strategy when one isn’t working for them!
- 15. How does thischange our language? 8/5/2015 15 1. Try harder! Keep going! 2. Maybe your approach isn’t working. How else can we think about this? What else could we try? 3. When kids succeed through strong effort… How did you accomplish that? What was your strategy? 4. You’re not there YET! Activity with sheet from conference!
- 16. Your student saysto you… 8/5/2015 16 1. Joey’s smarter than I am. 2. I got an ‘F” on my test but there’s nothing I can do about it! 3. I got frustrated and just gave up! 4. No one in my family was good in school. 5. The work is too hard!
- 17. Famous People 8/5/2015 17 TheBeatles put in 10,000 hours of practice to become great. They used to play 8-hour shows to improve their playing. Bill Gates, used to wake up at 3:00 a.m. to spend hours using the supercomputer at a local college. He started with computers as a teenager and worked very hard to reach success. Wilma Rudolph, the first American woman to win three gold medals for in the Olympics, was paralyzed as a child. She put in at least 10,000 hours of practice to go on and win track and field medals.
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Editor's Notes
- #3 The brain is made up of billions of nerve cells called neurons. The cell bodies in these neurons make the brain appear gray. These neurons are connected together in multiple communication networks, and they “talk” to each other. When you have a particular thought or work on a skill, the thinking for that thought or skill happens in a network of cells that sends signals through trillions of connections. A trillion looks like this: 1,000,000,000,000. Neurons have a very special shape with different parts that allow them to connect to other neurons. The brain is made up of billions of nerve cells called neurons. The cell bodies in these neurons make the brain appear gray. These neurons are connected together in multiple communication networks, and they “talk” to each other. When you have a particular thought or work on a skill, the thinking for that thought or skill happens in a network of cells that sends signals through trillions of connections. A trillion looks like this: 1,000,000,000,000. Neurons have a very special shape with different parts that allow them to connect to other neurons.
- #4 Your brain is a muscle and the more you learn and the more you process information. New neurons grow! Opposite it true….neurons will dissipate if we don’t act on them!!! New thoughts generate new neurons….as we learn, practice. With Challenge, the Smarter You Become! Intelligence is the ability to think, and especially the ability to take new information and use it in creative ways. When you learn new things, you make new connections in your brain. The more connections between brain cells, the more you create new thoughts. You will actually notice yourself feeling smarter. In fact, the used brain areas actually grow bigger as your knowledge increases. You will find things become easier when you work on them.
- #5 Standardized IQ tests are designed so that the exact average (mean) IQ score in the general population is 100. An ‘average IQ score’ or ‘normal IQ score’ can be defined as a score between 85 and 115. 68% of people score between 85 and 115. The Mensa qualifying IQ score is a score that puts you in the top 2% of the population in a bell curve like this one. The Mensa qualifying score is 130 or higher, as shown below. Founded in 1946 by Roland Berrill, an Australian barrister, and Dr. Lancelot Ware, a British scientist and lawyer (the same year that ENIAC, US 1st computer is finished by Mauchly/Eckert), Mensa is a high IQ society – the only qualification for membership being an IQ is in the top 2% of the population. Mensa members are also known as ‘Mensans’. There are now around 100,000 Mensans in 100 countries throughout the world. There are active Mensa organizations in over 40 countries on every continent except Antarctica.
- #6 Intelligence refers to intellectual functioning. Intelligence quotients, or IQ tests, compare your performance with other people your age who take the same test. These tests don’t measure all kinds of intelligence, however. For example, such tests can’t identify differences in social intelligence, the expertise people bring to their interactions with others. There are also generational differences in the population as a whole. Better nutrition, more education and other factors have resulted in IQ improvements for each generation. Pass out IQ SCORES – who are you now that you know that and what does that mean for your future???? Mild mental retardation Moderate MR Severe MR Profound MR
- #8 Psychologist Carol Dweck argues that, rather than giving students easy tasks within their comfort zones and providing praise for succeeding on these tasks, teachers should be communicating to students that unchallenging tasks are a waste of time: Many educators think that lowering their standards will give students success experiences, boost their self-esteem, and raise their achievement… Well, it doesn't work. Lowering standards just leads to poorly educated students who feel entitled to easy work and lavish praise. (Dweck, 2006, 193) What is a growth mindset? The growth mindset is the belief that your basic qualities and abilities are things that you can change and grow. Through effort, the right strategies and getting help from others, you can achieve more than you thought you could. With this brain toolkit, you know about how your brain can change. How does it affect you? A mindset about your intelligence, physical ability or personality can affect many parts of your life. Like the rats and guerilla fighters, you can grow your brain to become better at math, writing, or any sort of academics. You can grow ability in the same way that Michael Jordan grew his ability. Once he shot free throws for three hours, after missing an important shot. Even your personality can change and develop. Think of Phineas Gage who changed his ways. You can grow aspects of your personality too. What is a fixed mindset? Unfortunately, some people don’t know abilities change, and they operate with a fixed mindset. These people believe that they have a certain amount of intelligence, or a kind of personality, or a certain moral character, that cannot be fundamentally changed. When they encounter something that is very hard for them, this belief causes them to quit too early because they don’t think they can succeed.
- #9 They believe that you are born an “artistic person” or a “math person” or a “natural athlete” and that you can’t really change those labels. Luckily we have proof that your brain can grow and change, and even people’s mindsets can change from fixed to growth. “In the past I’ve always had trouble with Math. Why shouldn’t I say that I’m just not good at it and quit trying?” “Other people in my family didn’t have success, and we have the same genes. So why should I have success?”
- #10 The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help. It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life. Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life.[2] Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help.[3] Vygotsky and some educators believe that education's role is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning.[4]
- #11 This fact has been demonstrated by Dr. Carol Dweck, psychology professor at Stanford University, after three decades of research on both children and adults. Thinking about intelligence as changeable and malleable, rather than stable and fixed, results in greater academic achievement, especially for people whose groups bear the burden of negative stereotypes about their intelligence. A mindset, according to Dweck, is a self-perception or “self-theory” that people hold about themselves. Believing that you are either “intelligent” or “unintelligent” is a simple example of a mindset. People may also have a mindset related their personal or professional lives—“I’m a good teacher” or “I’m a bad parent,” for example. People can be aware or unaware of their mindsets, according to Dweck, but they can have profound effect on learning achievement, skill acquisition, personal relationships, professional success, and many other dimensions of life.
- #12 Based on years of research by Stanford University’s Dr. Dweck, Lisa Blackwell Ph.D., and their colleagues, we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores. What is the impact of Mindset? Mindsets Predict Motivation and Achievement In one study, Blackwell and her colleagues followed hundreds of students making the transition to 7th grade. They found that students with a growth mindset were more motivated to learn and exert effort, and outperformed those with a fixed mindset in math—a gap that continued to increase over the two-year period. Those with the two mindsets had entered 7th grade with similar past achievement, but because of their mindsets their math grades pulled apart during this challenging time
- #13 What is the effect of praise on mindset? Study was same with elementary students and middle school students.
- #14 STUDY – In those students who had adults who helped them develop a ‘growth mindset’ …researchers saw differentiated behaviors over time! Students who’d developed a growth mindset were achieving more and showing more mature behaviors. Carol Dweck refers to this way of thinking as a growth mindset: When [teachers and students] change to a growth mindset, they change from a judge-and-be-judged framework to a learn-and-help-learn framework. Their commitment is to growth, and growth takes plenty of time, effort and mutual support. (Dweck, 2006, 244) JR HIGH MATH (same ability at beginning) FIXED As work gets harder – math achievement drops Child disengages – gets too hard GROWTH As work gets harder math achievement grows Kids see it as a challenge CAN GROW INTELLIGENCE YOUR BRAIN is a MUSCLE – work out to strengthen it! Just like gym! London CABBIES – no addresses – need to remember more TWIN RATS – Cages – food & water OR food & water & puzzles and games R
- #15 Kids don’t understand HARD WORK!!! HARD WORK is HARD!
- #18 Some people do pick things up quicker than others and seem to have a “natural” ability. However, not all of those people succeed. The difference is that only some put in great effort, adjust strategies, and seek help. People who are famous for their skill are like many, many other people when they start. They began to stand out from the crowd with practice and lots of focused effort. They don’t start out as genius. They work at it!