cirtl class meeting 10: supporting a growth gindset (from the first day of class)
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The College Classroom – Spring 2015 Supporting a Growth Mindset
(from the first day of class)
Dave Gross dgross@ biochem.umass.edu
Thursday, April 2, 2015
1:00-2:30p ET, 12:00-1:30p CT, 11:00a-12:30p MT, 10:00-11:30a PT
Peter Newbury
pnewbury@ucsd.edu
@polarisdotca
Vocabulary Check: Mindsets [1]
Entity, Helpless,
Performance-oriented,
Fixed
Mastery-oriented,
Incremental, Malleable,
Growth
Supporting a growth mindset collegeclassroom.ucsd.edu
The helpless [children]
believe that intelligence is a
fixed trait: you have only a
certain amount, and that’s
that.
The mastery-oriented
children think intelligence
is malleable and can be
developed through
education and hard work.
2
Fixed and Growth mindset about
Supporting a growth mindset collegeclassroom.ucsd.edu 3
chemistry
teaching people with Down Syndrome
success as a grad student, postdoc, future faculty
challenging tasks
LEGO
running
writing
kids doing jigsaw puzzles
learning to use the instruments in the lab
statistics and SPSS
culinary arts
exercising
growing up in a foreign country
Diagnosing Fixed/Growth Mindset
Supporting a growth mindset collegeclassroom.ucsd.edu 4
intelligence can be
developed
intelligence
is static
Diagnosing Fixed/Growth Mindset
Supporting a growth mindset collegeclassroom.ucsd.edu 5
intelligence can be
developed
intelligence
is static
Use the pen tool to circle the fixed behavior
reaches ever-
higher levels of
achievement
feels threatened
by the success
of others
sees effort as
fruitless or
worse
persists in the
face of setbacks
Diagnosing Fixed/Growth Mindset
Supporting a growth mindset collegeclassroom.ucsd.edu 6
leads to a desire
to look smart
leads to a desire
to learn
embraces
challenges
avoids
challenges
gives up
easily
sees effort as the
path to mastery
ignores useful
negative
feedback
learns from
criticism
finds lessons and
inspiration in the
success of others
may plateau early,
achieve less than
full potential
has a greater
sense of free will
has a
deterministic
view of the world
Use the pen tool to circle the fixed behavior
Supporting a growth mindset collegeclassroom.ucsd.edu 7
Graphic by Nigel Holmes [2]
Supporting a growth mindset collegeclassroom.ucsd.edu 8
Graphic by Nigel Holmes [2]
Supporting a growth mindset collegeclassroom.ucsd.edu 9
Graphic by Nigel Holmes [2]
Supporting a growth mindset collegeclassroom.ucsd.edu 10
Graphic by Nigel Holmes [2]
Supporting a growth mindset collegeclassroom.ucsd.edu 11
Graphic by Nigel Holmes [2]
Supporting a growth mindset collegeclassroom.ucsd.edu 12
Graphic by Nigel Holmes [2]
Supporting a growth mindset collegeclassroom.ucsd.edu 13
Graphic by Nigel Holmes [2]
Give your students agency
Supporting a growth mindset collegeclassroom.ucsd.edu 14
“Human agency is the capacity for human beings to make
choices. It is normally contrasted to natural forces, which are causes
involving only unthinking deterministic processes.”
Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)
Students are more motivated to engage if they feel they
have some control over their learning. Let students
choose topic and/or type of essay/paper/project
design (parts of) lab experiments
other ideas?
Supporting a growth mindset collegeclassroom.ucsd.edu 15
more
expert-like
Supporting a growth mindset collegeclassroom.ucsd.edu 16
deliberate
practice
more
expert-like
Supporting a growth mindset collegeclassroom.ucsd.edu 17
growth mindset?
deliberate
practice
more
expert-like
In your opinion, which of these is true?
Supporting a growth mindset collegeclassroom.ucsd.edu 18
A) you need a growth mindset to engage in deliberate
practice [necessary]
B) if you have a growth mindset, then you’ll engage in
deliberate practice [sufficient]
C) both A and B [necessary and sufficient]
D) no connection between deliberate practice and mindset
Supporting a growth mindset collegeclassroom.ucsd.edu 19
If a growth mindset is necessary for us to engage in deliberate practice to become more expert-like in our disciplines…
…what about your students? What is their mindset towards your class and subject?
Supporting a growth mindset collegeclassroom.ucsd.edu 20
If a growth mindset is necessary for us to engage in deliberate practice to become more expert-like in our disciplines…
…what about your students? What is their mindset towards your class and subject?
Likely a mixture of fixed, growth, and no mindset (yet)
Supporting a growth mindset
Supporting a growth mindset collegeclassroom.ucsd.edu 21
Think carefully and deliberately about supporting a growth
mindset as you
write learning outcomes
design and carry out assessments
select and implement instructional strategies
teach the class…starting from the first day of classes
The first day of class
You only get one chance to make a first impression…
Supporting a growth mindset collegeclassroom.ucsd.edu 22
By the end of the first class, you want
students to have a good sense of
Supporting a growth mindset collegeclassroom.ucsd.edu 23
why the course is interesting and worthwhile
what kind of classroom environment you want
how the course will be conducted
why the particular teaching methods are being used
what the students need to do to learn the material and
succeed in the course
Also,
you respect them
your want all of them to succeed (CWSEI, [3])
The First Day of Class[3]
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1. Establish motivation
1. personal relevance and interest
2. choice and control
3. sense that one can master the material
2. Personalize the learning experience
3. Establish expectations
4. Don’t go over the details
The First Day of Class[3]
Supporting a growth mindset collegeclassroom.ucsd.edu 25
1. Establish motivation
1. personal relevance and interest
2. choice and control
3. sense that one can master the material
2. Personalize the learning experience
3. Establish expectations
4. Don’t go over the details
Wait, when do you
welcome them?
When do you tell
them your name?
Why is this necessary?
Supporting a growth mindset collegeclassroom.ucsd.edu 26
You want every student to leave the first class thinking,
“This will be a good course, I’m ok being here.”
If you don’t do it, “students who are most likely to see the
subject as worth learning are those whose backgrounds, and
corresponding attitudes, are most like that of the instructor.
Those students whose backgrounds are different, which by
definition (usually) includes most members of under-
represented groups, will be less likely to understand the
appeal of the subject and consequently more inclined to put
their efforts into pursuing some other discipline.”
(CWSEI, Motivating Learning[4])
So much to do on the first day!
Supporting a growth mindset collegeclassroom.ucsd.edu 27
A) welcome students to class
B) your name
C) email policy
D) ice breaker activities
E) tell students about your research
F) introduce teaching assistants
G) learning outcomes: course level
H) learning outcomes: topic level
I) express to students they can master the material if they put in the effort
J) explain why you’re teaching the way you’re teaching, esp. if non-traditional
K) show your own interest and enthusiasm for the subject
L) email students before the first class
M) academic integrity vs. academic misconduct
…and more!
28
29
If you don’t have time to do
everything, perhaps start with the
items in the middle that support all
three components.
30
A) welcome students to class
B) your name
C) email policy
D) ice breaker activities
E) tell students about your research
F) introduce teaching assistants
G) learning outcomes: course level
H) learning outcomes: topic level
I) express to students they can master the material if they put in the effort
J) explain why you’re teaching the way you’re teaching, esp. if non-traditional
K) show your own interest and enthusiasm for the subject
L) email students before the first class
M) academic integrity vs. academic misconduct
What’s your name?
Supporting a growth mindset collegeclassroom.ucsd.edu 31
How do you want your students to address you?
A) Dr. Smith
B) Mr. / Ms. /Mrs. Smith
C) Professor Smith
D) Michael / Elizabeth (first name)
E) Mike / Beth (familiar, nickname)
Think-Pair-Share
Supporting a growth mindset collegeclassroom.ucsd.edu 32
What’s the difference between academic misconduct
and academic integrity?
Course details: don’t
Supporting a growth mindset collegeclassroom.ucsd.edu 33
Don’t go into details during first class:
give links to more details on
course syllabus
detailed schedule
detailed learning outcomes
academic misconduct integrity
deadlines
rules/policies (eg, late assignments, missed exams…)
Could give an assignment involving reading these.
First class do’s and don'ts
Supporting a growth mindset collegeclassroom.ucsd.edu 34
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Check out classroom
before the first class
clicker hardware?
podium computer?
lapel mic (“lav”)? Try it.
presentation remote
works from back of
room?
assume you’ll be able to figure it out at the time.
let a technical problem ruin your only chance to make a first impression.
35
Supporting a growth mindset collegeclassroom.ucsd.edu
Start the class on time.
(establish expectations)
arrive late (what expectation does that establish?)
have “intimate” conversation with students in the front rows while you wait for others to wander in. This doesn’t “personalize” the class.
36
Do Don’t
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Tell students you think they
can all succeed if they put
in the effort.
Fine to say the course is
challenging as long as you
also express it is
interesting/worthwhile
do-able with appropriate
effort
Say threatening things like
telling them you expect
some to fail
telling them that students
don’t usually like the
course
telling tell them that
students find the course
extremely difficult
37
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Give them an authentic
experience of what the
class will be like.
If you’re going to use
peer instruction, do it
even if some don’t have
clickers yet.
email pre-reading
assignment 2 days before
the first class
Use teaching practices that
are inconsistent with how
you’ll teach the rest of the
time:
don’t use clickers if
you’re not (really) going
to use clickers
38
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Involve students during
class
Talk the entire class time
39
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Address academic conduct
in context throughout the
course:
talk about plagiarism
when you give out a
writing assignment, not
now
Emphasize rules and
penalties on the first day:
sends a message of
distrust
they’re not listening
anyway
40
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
End class on time with a
slide containing info:
your name
office hours
contact info
course website
homework
important thing
End class early
(establish expectations)
41
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Repeat vital info at the
beginning of the 2nd class
your name
contact info
course website
Assume everyone was there
in the 1st class.
42
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Reinforce all of these
messages (motivation,
personalized learning,
expectations,…)
periodically throughout the
course, at the appropriate
times.
43
Microteaching Presentations
See blog for details
collegeclassroom.ucsd.edu/2015/03/cirtl-microteaching-assignment/
Presentations in groups of 4 or less on Tuesday, April 7 and
Friday, April 10. Visit blog’s Private page to select a time.
Supporting a growth mindset collegeclassroom.ucsd.edu 44
Post-class surveys
Watch for email for requests to complete 2 post-class surveys:
one from CIRTL Central – a standard course evaluation used for
all CIRTL courses
one from Peter – specifically about The College Classroom
Supporting a growth mindset collegeclassroom.ucsd.edu 45
Mindset for your students
Supporting a growth mindset collegeclassroom.ucsd.edu 46
You
must foster
a growth mindset
in your students.
Department-wide email from a faculty
member in Department of
Supporting a growth mindset collegeclassroom.ucsd.edu 47
"Our discussions on undergraduate education seem to focus mostly on where we want students to be and how to teach to get them there. In my view, this ignores an important dimension, namely the raw intellectual quality of a student and the fact that this varies hugely across our student body. This creates intrinsic limitations.
“Our discussions seem to assume that we can, in principle, teach all students all things, if we have the right methods. In my view, every student has an inherent intellectual range, and the best we can do is push them to the top of this range. This range varies enormously from student to student. Some students will never understand the difference between a _____________ and a ____________ and there isn't anything to do about it.
“If the goal of education is to enable each student to realize their potential, we need to appreciate the vast differences in these potentials."
Mindset for your students
Supporting a growth mindset collegeclassroom.ucsd.edu 48
You must have a
growth mindset about your
students’ ability to learn.
You
must foster
a growth mindset
in your students.
and you
Thank-you…
Supporting a growth mindset collegeclassroom.ucsd.edu 49
for your enthusiasm for teaching and learning
for your commitment to this class
for generously sharing your expertise
References
Supporting a growth mindset collegeclassroom.ucsd.edu 50
1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific
American, 18, 6, 36-43.
2. Nigel Holmes http://nigelholmes.com/home.htm
3. Carl Wieman Science Education Initiative (2009). First Day of
Class – Recommendations for Instructors. Available under Instructor
Guidance Resources at cwsei.ubc.ca
4. Carl Wieman Science Education Initiative (2013). Motivating
Learning. Available under Instructor Guidance Resources at
cwsei.ubc.ca
Do Don’t
Supporting a growth mindset collegeclassroom.ucsd.edu
Have a growth mindset:
You must believe all of
your students are capable
of learning your course’s
content.
If you don’t, you may
inadvertently deny your
students learning
opportunities.
Have a fixed mindset
about your students’
abilities, including
your job is to find
5% who will be like
you
your job is to filter
out students from
advancing to the
next course
51
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