TEACHERS21/MSSAA

The DNA of School Leadership: Strong Cultures Based on Honest and Open

Communication

WORKSHOP PACKET Day 3

John D’Auria jdauria@teachers21.org

Matt King mking@rashi.org

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From  John  Hattie’s  Visible  Learning  for  Teachers,  Maximizing  Impact  on  Learning  (2012)      …the  top-­‐ranked  effect  relating  to  student  expectations  was  self-­‐reported  grades  (d=1.44).    Imagine  that  I  tell  my  class  that  they  are  about  to  have  a  test  relating  to  the  learning  intentions  of  the  past  lessons-­‐but  before  the  students  sit  the  test,  I  ask  them  to  predict  their  score  or  grade.    They  are  vey  good  at  making  such  predictions….    The  problem  with  the  students  being  so  accurate  in  their  predictions  is  that  their  expectations  are  often  based  on  the  ‘doing  just  enough’,  or  mimimax,  principle-­‐that  is,  maximum  grade  return  for  minimal  extra  effort.  Students  so  often  set  ‘safe’  predictions  and  our  role  as  educators  is  to  raise  these  student  expectations.    Our  role  is  not  to  enable  students  to  reach  their  potential,  or  to  meet  their  needs;  our  role  is  to  find  out  what  students  can  do,  and  make  them  exceed  their  potential  and  needs.    Our  role  is  to  create  new  horizons  of  success  and  then  to  help  the  students  to  attain  them.  

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G R APH IC BY N IG E L HOL M E S

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Source:Martin Habermann-Star Teachers

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Fixed and growth mindset—terms developed by Carol Dweck, Ph.D.—

describe two categories of belief about ability. Students with a fixed

mindset believe that their mental abilities are static and that their

intelligence and abilities cannot be altered with effort. In contrast,

students with a growth mindset believe that their intelligence and

abilities can be expanded with effort. Research evidence demonstrates

that students with a growth mindset academically outperform their

fixed mindset peers.1

Some research evidence indicates that girls are more likely than boys

to have a fixed mindset, especially in mathematics.2 Despite actually

performing as well as boys in math courses, girls doubt their ability to

develop their math skills when faced with difficult material; this fixed

mindset in female mathematics students appears to contribute to the

substantial gender gap in mathematics engagement that emerges during

and after middle school.3

TEACHING GIRLS TO ADOPT A GROWTH MINDSET

A SERIES OF RESEARCH AND INFORMATIONAL PUBLICATIONS BY CRG

AT LAUREL SCHOOL CRG | PUTTING THE WORLD’S BEST RESEARCH TO WORK FOR GIRLS

GROWTH MINDSET

by Lisa Damour, Ph.D.

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WHY STUDENTS WITH A GROWTH MINDSET

OUTPERFORM THEIR FIXED MINDSET PEERS

According to Carol Dweck, having a fixed mindset

“creates an urgency to prove yourself over and over.

If you only have a certain amount of intelligence, a

certain personality, and a certain moral character –

well, then you had better prove you have a healthy

dose of them. It simply wouldn’t do to look or feel

deficient in these most basic characteristics.”4 On

the other hand, students with a growth mindset

believe that “the hand you’re dealt is just the starting

point for development. This growth mindset is based

on the belief that your basic qualities are things you

can cultivate through your efforts. Although people

may differ in every which way – in their initial talents

and aptitudes, interests, or temperaments – every-

one can change and grow through application and

experience.” 5 The differences between these two

mindsets have profound implications for how stu-

dents approach academic challenges and academic

setbacks – two arenas that essentially dictate a stu-

dent’s ultimate academic achievement. The chart on

the next page, based on Dweck’s work, summarizes

how fixed and growth mindset students approach

a wide variety of factors they confront at school.6

The presence of a growth or fixed mindset seems to

be especially crucial during the middle school years,

a time when the work becomes more demanding,

grades take on greater salience, and teachers can be

perceived as less supportive. Indeed, research dem-

onstrates that seventh graders with a growth mindset

see their grades improve over a two-year period of

middle school, while students with a fixed mindset

see no such improvement.7

TEACHING STUDENTS TO ADOPT A

GROWTH MINDSET

Thankfully, research evidence indicates that students

can be taught to adopt a growth mindset and that

doing so results in increased motivation, as well as

higher grades and test scores.8 One study tested the

effects of giving a group of seventh grade students

eight 25-minutes lessons aimed at promoting a

growth mindset. During these lessons “the key mes-

sage was that learning changes the brain by forming

new connections, and that students are in charge

of this process.”9 The researchers found that the

students who were taught about the malleability of

intelligence went on demonstrate higher levels of ac-

ademic motivation and achievement than peers who

did not learn about the malleability of intelligence.

Programs to help students develop a growth mindset

have also found that college students who are taught

about neural plasticity and the malleability of human

intelligence reported increased enjoyment of the

academic process, greater academic engagement, and

higher grade point averages than college students

who did not receive these lessons.10

[ TEACHING GIRLS TO ADOPT A GROWTH MINDSET ]

Growth mindset is based on the belief that your basic qualities are

things you can cultivate through your efforts... research evidence

indicates that students can be taught to adopt a growth mindset.

10

means that you’re learning and stretching.

means that you’re confronting a challenge and making progress.

indicates an area for growth.

means that you’re not yet fulfilling potential.

is the path to mastery that makes you smarter. You get out what you put in.

is defined as working hard to become your best and is based on motivation.

means it’s time to work harder.

is welcomed, as it provides useful direction toward areas to work on.

is a useful strategy for growth.

is low; a stereotype is simply someone else’s inaccurate view of their abilities.

are a source of inspiration.

means proving you’re smart.

means that you’re making no mistakes.

leads to loss of confidence.

leads to humiliation.

shouldn’t be required if you’re smart and takes away excuses for failure.

is defined as being the best and is based on talent.

means it’s time to give up.

is threatening, as it provides good or bad news about precious traits.

indicates a weakness or deficiency which should not be admitted.

is high due to fears of confirming negative stereotype.

become grounds for feeling threatened and jealous.

ACHIEVEMENT…

BEING SMART…

A SETBACK OR MISTAKE…

FAILURE…

EFFORT…

SUCCESS…

A BAD GRADE…

FEEDBACK…

THE NEED TO ASK FOR HELP…

STEREOTYPE THREAT…

TALENTED PEERS…

FIXED MINDSET THINKING GROWTH MINDSET THINKING

AT Laurel SchoolRESEARCH GIRLSON

FORCENTER

1 Henderson, V., & Dweck, C. S. (1991). Adolescence and achievement. In S. Feldman & G. Elliott (Eds.), At the threshold: Adolescent development (pp.197-216). Cambridge, MA: Harvard University Press.

Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599.

2 Lloyd, J. E. V., Walsh, J., & Yailagh, M. S. (2005). Sex differences in performance attributions, self-efficacy, and achievement in mathematics: If I’m so smart, why don’t I know it?. Canadian Journal of Education, 28(3), 384-408.

3 Dweck, C. S. (2006a). Is math a gift? Beliefs that put females at risk. In S. J. Ceci & W. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 47-55). Washington, DC: American Psychological Association.

4 Dweck, C.S. (2006b). Mindset: The new psychology of success. New York: Ballantine Books, 6.

5 Dweck (2006b), 7.

6 Dweck (2006b).

7 Blackwell, L. S., Trzesniewski, K. & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.

8 Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1(2), 170-182.

9 Blackwell (2007), 254.

10 Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 38(2), 113-125.

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.

11 Dweck (2006b).

TEACHING GIRLS TO ADOPT A GROWTH MINDSET [ ENDNOTES ]

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BOOK:

MINDSET: THE NEW PSYCHOLOGY OF SUCCESS

Parents will enjoy Carol Dweck’s book Mindset: The new

psychology of success11 about how children can be taught

to develop a growth mindset. Mindset provides parents

with a variety of tools to foster their children’s motivation,

love of challenges, and resilience.

ONLINE ARTICLES

BOOSTING ACHIEVEMENT WITH

MESSAGES THAT MOTIVATE

This brief, highly-readable article by Carol Dweck, the

leading researcher on mindsets and academic achieve-

ment, provides an engaging and accessible introduction

to the research on growth and fixed mindsets.

http://www.cea-ace.ca/education-canada/article/

boosting-achievement-messages-motivate

IMPLICIT THEORIES OF INTELLIGENCE PREDICT

ACHIEVEMENT ACROSS AN ADOLESCENT

TRANSITION: A LONGITUDINAL STUDY AND

AN INTERVENTION

This academic article summarizes a research study

demonstrating that teaching students about neural

plasticity (the brain’s capacity to change over time)

boosts their motivation, presumably by shifting

students from a fixed to a growth mindset.

www.mrmont.com/teachers/self-Theoriesofintelli-

gence-achievement.pdf.

DOWNLOADABLE POWERPOINT

BRAIN TRAINING

Teach students about neural plasticity using this

engaging PowerPoint presentation developed by the

Center for Research on Girls (CRG).

http://www.laurelschool.org/about/CRGResource-

Center.cfm

DOWNLOADABLE DOCUMENTS

BRAIN BOWL

Host a Brain Bowl to reinforce the content

of CRG’s Brain Training lesson (PowerPoint

available as noted above). Use these quiz

questions, also developed by CRG, to engage

students in a “Jeopardy” style game a few weeks

after the Brain Training lesson. Instructors can

create a “Jeopardy” game using a chalk board,

poster-board, note cards, or any other of a wide

variety of materials. The quiz questions can also

be loaded into an online “Jeopardy” game available

at www.coderedsupport.com/jeopardy.

http://www.laurelschool.org/about/CRGResource-

Center.cfm

TEACHING TO PROMOTE A GROWTH MINDSET

This one-page document developed by CRG

provides several examples of how teachers’ feed-

back, attitude, and orientation toward student

behavior can promote a growth mindset.

http://www.laurelschool.org/about/CRGResource-

Center.cfm

MERCHANDISE

GROWTH MINDSET POSTER

Reinforce the messages delivered during the Brain

Training lesson and the Brain Bowl and enhance

any classroom with CRG’s Growth Mindset

Poster. This poster can be purchased from the

Center for Research on Girls at

http://www.laurelschool.org/about/CRGStore.cfm

RESOURCES FOR TEACHERS

RESOURCES FOR PARENTS

Follow us on Twitter @CRGLaurelSchool

Copyright © 2011 Center for Research on Girls at Laurel School

| LAUREL SCHOOL

ONE LYMAN CIRCLE • SHAKER HEIGHTS, OHIO 44122

216.455.3061 • WWW.LAURELSCHOOL.ORG AT Laurel SchoolRESEARCH GIRLSON

FORCENTER

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14

Effort Rubric

Scale: 4 = excellent; 3 good; 2 = needs improvement, 1= unacceptable

Effort Rubric

4 I worked on my assignment until it was completed. I pushed myself to continue working on the task even when difficulties arose, when a solution was not immediately evident, or when I had trouble understanding what an author was saying. I used obstacles that arose as opportunities to strengthen my understanding and skills beyond the minimum required to complete the assignment.

3 I worked on my assignment until it was completed. I pushed myself to continue working on the task even when difficulties arose, when a solution was not immediately apparent, or when I had trouble understanding what an author was saying.

2 I put some effort into my assignment, but I stopped working when difficulties arose, when a solution was not immediately evident, or when I had trouble understanding what an author was saying.

1 1 put very little effort into my assignment.

15

How Can I Create the Growth Mindset? (http://www.thoughtfullearning.com/blogpost/get-smart-become-talented) Clearly, if we can shift students from a fixed mindset to a growth mindset, we can eliminate many learning challenges and classroom-management issues. But how can we make this mental shift? 5 Steps to Growth Here's an easy 5-step process to fostering a growth mindset in your classroom: 1. Believe it. You can’t instill a growth mindset in students until you have it yourself. Start by recognizing your current mindset. It

determines the way that you interpret experience. The fixed mindset is focused on judgment. Positive experiences mean that you are smart or talented or both. Negative experiences mean that you are dumb or talentless or both. The growth mindset is focused on improvement. Positive experiences mean that you are on the right track. Negative experiences mean you have a chance to make changes and grow.

These mindsets manifest most clearly in the self-talk in your head. Whenever you hear a judging bit of self-talk such as “I’m just no good at this,” stop it and replace it with improvement talk: “I want to become better at this.”

2. Teach it. Now that you are shaping your own mindset toward growth, you can teach your students to do so as well. Tell students theycan improve their IQs and talents—which are not fixed. Present the evidence you find in this article and in other resources. Teach students that education is not something someone else gives to them. Education is something they must grab for themselves.

3. Model it. Show students how to recognize judging thoughts, how to stop them, and how to replace them with growth thoughts. Makethe rule that judging thoughts spoken aloud in your class will be stopped, and the student will need to rephrase the idea as a growth thought. By doing so with external dialogue, you help students recognize judging thoughts in internal dialogue. You also help students monitor each other and shift their thoughts toward growth.

16

Don't Say Do Say

I'm so stupid. What am I missing? What don’t I understand? Where did I get lost?

I'm awesome at this. The strategies I used with these problems are ….

I just can’t do math. I often get stuck when…. I struggle with figuring out how to..

This is too hard. This is going to take some time. What are some ways that I can make this more doable? Get help?

She’s so smart, she makes me sick. I’m going to figure out how she’s doing it.

It’s fine the way it is, and yours isn’t any better.

That’s an interesting idea for improvement.

“I am not discouraged, because every wrong attempt discarded is another step forward.” —Thomas Edison

4. Nourish it. Mindsets exist within a larger classroom culture. In your classroom, shift the focus from proving to improving, fromproduct to process. An inquiry-based approach to learning facilitates the growth mindset by embracing challenges, obstacles, and criticisms as chief drivers of learning. Failure can be a great teacher if it is approached not as judgment but as opportunity. That mental shift frees you up as well. If you take some missteps as you are trying to shift the classroom culture, don’t be embarrassed. Be empowered to improve.

5. Assess it. A classroom that focuses on summative assessment fosters an environment for a fixed mindset—assessment is all aboutjudgment. A classroom that focuses on formative assessment fosters an environment for the growth mindset—assessment is about learning. That’s not to say that summative assessments should be eliminated. Rather, when you focus on the formative side, the summative side becomes a rubber stamp that certifies the learning that students have been doing all along.

The 3 rules of mindsets Daniel Pink Last week at a conference, I had the good fortune of hearing a lecture by Stanford University professor Carol Dweck, whose research on intelligence and mindsets has been revelatory for me in all aspects of my life.

Dweck’s broad argument is that what people believe shapes what they achieve — mostly irrespective of their innate talent. Some people,

17

she says, have a fixed view of intelligence: They believe that intelligence is an entity, that we’re each endowed with a particular finite supply. Others have a growth view of intelligence: They believe that intelligence can expand through practice and effort.

Your starting assumption about intelligence — your mindset, as she calls it in a popular book — heavily determines what you’re able to accomplish. And people with growth mindsets generally accomplish more and learn more deeply.

In the lecture, Dweck set out three rules that nicely summarize the differences between the two mindsets along with quotations from students that demonstrate the rules.

RULE #1

Fixed mindset: Look clever at all costs. (“The main thing I want when I do my school work is to show how good I am at it.”)

Growth mindset: Learn, learn, learn. (“It is much more important for me to learn things in my classes than it is to get the best grades.”)

RULE #2

Fixed mindset: It should come naturally. (“To tell you the truth, when I work hard at my school work it makes me fee like I’m not very smart.”)

Growth mindset: Work hard, effort is key. (“The harder you work at something, the better you’ll be at it.”)

RULE #3

Fixed mindset: Hide your mistakes and conceal your deficiencies. (After a disappointing exam score, “I’d spend less time on this subject from now on. I’d try not to take this subject ever again, and I would try to cheat on the next test.”)

Growth mindset: Capitalize on your mistakes and confront your deficiencies. (After a disappointing exam score, “I’d work harder in this class and spend more time studying for the tests.”)

If you have children, manage others, or are at all interested in improving what you do and how you do it, you need to understand Dweck’s research and its implications. For more info, here is the transcript (http://www.educationscotland.gov.uk/video/c/genericcontent_tcm4568336.asp) of a speech from last year in which Dweck covered ground somewhat similar to what I heard last week. Stanford Magazine had a good profile of Dweck a few years ago that included an excellent infographic explaining the differences between the two mindsets. And be sure to check out her books — eitherMindset or the more academic Self-theories.

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Reflection Sheet Date_________ Name________

Questions that have emerged from my experiences today

• • •

A concept or an idea that I am wrestling with that is connected to today’s workshop

Something I am excited to “bring back” to my school or district that I learned from these past two days

Other comments:

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