Mindset

Matthew Zegers Special Education School Improvement Specialist

Context, Purpose, Outcome

• Context – to reflect upon current states of persistence and mindsets related to student growth.

• Purpose – to provide special education teachers in the Elmont School District with an opportunity to self reflect about pedagogy.

• Outcome – to provide instructional strategies for immediate implementation; promoting GRIT & Growth Mindset in students.

APK Activating Prior Knowledge

Angela Duckworth introduced us to the concept of “GRIT”

◦ Grit was identified as:

Passion and perseverance (long term goals)

Having stamina

Sticking with your future…for years, working hard

Living life as if it were a marathon, not a sprint

Talent doesn’t make you “gritty”

Failure is not a permanent condition

http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit.html

Activity 1: Are you Gritty? Finding your “Grit”: Take 15 minutes to respond to the 12 questions about grit, then score your answers.

Scoring:

1. For questions 1, 4, 6, 9, 10 and 12 assign the following points:

◦ 5 = Very much like me

◦ 4 = Mostly like me

◦ 3 = Somewhat like me

◦ 2 = Not much like me

◦ 1 = Not like me at all

2. For questions 2, 3, 5, 7, 8 and 11 assign the following points:

◦ 1 = Very much like me

◦ 2 = Mostly like me

◦ 3 = Somewhat like me

◦ 4 = Not much like me

◦ 5 = Not like me at all

Add up all the points and divide by 12. The maximum score on this scale is 5 (extremely gritty), and the lowest scale on this scale is 1 (not at all gritty).

Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007).

Grit: Perseverance and passion for long-term goals.

Journal of Personality and Social Psychology, 9, 1087-1101.

Analyzing the Group’s Grit

With your handheld device please go to

this website:

m.socrative.com

Room # - 442486 Input your score based upon the

criteria displayed on the chart

Activity 2:Beware of the Dark Side

In groups: Once your group has been identified

read the assigned bullet, as well as the first and

last paragraphs of “The Dark Side of Grit:

Potential Costs and Risks” pages 29 – 30.

Each group will share what was discussed in their

bullet:

◦ Group 1 = Bullet 1

◦ Group 2 = Bullet 2

◦ Group 3 = Bullet 3

◦ Group 4 = Bullet 4

Growth Mindset, Carol Dweck

Building Grit in Kid…Growth Mindset

The belief that the ability to learn is not

fixed, it can change with effort!

Piper Otterbein

“The hand that you’re dealt is just the starting point

for development. This growth mindset is based on the

belief that your basic qualities are things that you

cultivate through effort”. C. Dweck

Piper Otterbein

“The hand that you’re dealt is just the starting point for development. This growth

mindset is based on the belief that your basic qualities are things that you cultivate

through effort” C. Dweck

Up for discussion!

What hand has she been dealt?

“My brain works differently”

Making connections: Transition/CDOS/College and Career Readiness

How is she like students you teach?

Growth Mindset

http://www.youtube.com/watch?v=ugFIHHom1NU

Part II: Mindset Assessment

Please complete the mindset assessment

Scoring guide will be displayed shortly

After totaling your score you will be

asked to share your score with your

handheld device.

Analyzing the Group’s Mindset

With your handheld device please go to

this website:

m.socrative.com

Room # - 442486 Input your score based upon the

criteria displayed on the chart

Activating Prior Knowledge

While watching this clip, think about how

this students identifies himself. How can

we as educators possibly get our students

that are facing adversities including

disabilities to start and think like this?

https://www.youtube.com/watch?v=2MG

MvEnoD6U

“Prove them wrong”

Growth Mindset

Overview

Building GRIT and Persistence is not as effective without addressing the Mindset that underlies them

Differences between Fixed Mindset/Growth Mindset

◦ lead to difference behaviors and academic results

◦ changes perspectives of intelligence

Your Mindset

◦ as a critical key for student success

◦ student praise

Essential Opportunities for promoting/developing Growth Mindsets in your students

Eduardo Briceno

The Power to Belief – Mindset and

Success

Directions:

◦ As you listen to Eduardo jot down what he

says the differences are between a Growth

Mindset and Fixed Mindset, as well as anything

else which resonates with you. Be prepare to

share.

https://www.youtube.com/watch?v=pN34FNbOKXc

Student Praise

Fixed Mindset Praise

Growth Mindset Praise

Directions:

◦ As you listen to Eduardo jot down what he

says the differences are between Fixed

Mindset Praise and Growth Mindset Praise.

Be prepare to share.

Key Points

Fixed Mindset Praise

“Wow that’s a really good

score”

Fixed Quality.

Leads to poor student

success when confronted

with difficulties.

Promotes inability to cope

with failure.

Develops and reinforces a

Fixed Mindset in students.

Growth Mindset Praise

“Wow that’s a really good score, you must have tried very hard”

Focus on the process.

Leads to increased success.

Promotes students’ willingness to accept challenges.

Develops and promotes a Growth Mindset in students.

3 Things You Can Do To Change

Recognize that the Growth Mindset is not only

beneficial but supported by science (brain change).

Learn and teach others about how to develop our

abilities (deliberate practice & effective effort)

Listen for your Fixed Mindset voice; talk back to it

(yourself) with a Growth Mindset voice (“I can’t do

it…yet.”).

Carol Dweck: The Effect of Praise

on Mindsets If the teacher focuses on the students

efforts, the student will focus on the

students efforts

https://www.youtube.com/watch?v=TTXr

V0_3UjY

Kids aren’t the only ones that need

this… Developing a school culture with a growth mindset

Shared Leadership

Open Communication

Professional Collaboration

Clear and Realistic Goal Setting and support for teachers as learners

What’s my school’s mindset!? ◦Mindsetworks.com http://community.mindsetworks.com/whats-my-school-mindset-survey?quiz_id=16&force=1

Essential Opportunities

Article: Mindsets and Student Agency by Eduard Briceno

Students’ motivation and efforts are driven by their mindsets – a set of key beliefs they hold. The greatest untapped opportunity to improve learning in our schools is to deliberately work on developing learning mindsets that stand out in research as deeply influencing student behavior, outcomes, and overall drive to learn (Farrington, et al., 2012).

◦ ESSENTIAL OPPORTUNITY # 1: THE FOUR LEARNING MINDSETS

◦ ESSENTIAL OPPORTUNITY #2: LEARNING STRATEGIES & HABITS

Essential Opportunity #1

THE FOUR LEARNING

MINDSETS

1. Growth Mindset

2. Self-Efficacy

3. Sense of Belonging

4. Relevance

Mindset #1: Growth Mindset

“I can change my intelligence and abilities through effort.” ◦ When students see intelligence or abilities as fixed,

they see effort as something only incapable people need, they shy away from challenge, and they disengaged when things get hard (Mueller & Dweck, 1998).

Foundational and critical of all Mindsets

Students ◦ see effort as what makes people smart

◦ focus on continued growth

◦ Persist in the face of setbacks.

Mindset #2: Self-Efficacy

◦ “I can succeed.”

◦ The stronger their Growth Mindset, the more students will seek ways to overcome adversities and search for alternate strategies to achieve their goals.

◦ Students

◦ must believe they can achieve their goals (however its defined).

◦ If students think they need help or resources, the must see a path they can take in order to obtain the required help/resources.

Mindset #3: Sense of Belonging

“I belong in this learning community.”

◦ When students feel they belong to a learning community, they become engaged in learning (Harvey & Schroder, 1963; Oyserman, Bybee, & Terry, 2006).

Students

◦ See learning community of peers

◦ Value going beyond their comfort zone and learning about the world

◦ Connect learning with activities and objectives with social rewards they value

Mindset #4: Relevance

“This work has value and purpose for me.” ◦ Students engage in learning much more energetically and

deeply when they value the knowledge and skills that they’re working to acquire, or find them relevant or interesting (Eccles et al, 1983).

Students ◦ think deeper, question, pursue, and put their full selves into

their work.

◦ when teachers implement Project-based learning and real-world connections they foster relevance and help students explore passions, goals, and applications of learning.

◦ teachers can also have students reflect and write about the relevance of their work, or about a learning experience they’re about to embark on.

Essential Opportunity #2

LEARNING STRATEGIES &

HABITS

◦Teaching students not only what

knowledge and skills but also the

self-management and learning-to-

learn skills needed in school and

life.

We must teach “know-how”

How the brain works and how we can increase its capabilities

How to manage our learning, including how to set learning goals, self-assess, approach new subjects, manage homework, dive deeper, learn from mistakes, and know what to do when things get hard

How to engage in deliberate practices to develop expertise

How to foster innovation and creativity

We must teach “know-how”

How to work in teams

How to manage emotions

How to develop willpower

How to develop desirable habits through

cues, routines and rewards

How to combine habits with tools to

manage one’s self and one’s learning.