going beyond growth mindset: effective effort beyond growth mindset: effective effort ... a growth...

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Lisa Brown and Brian NewsomThe Charles A. Dana Center atThe University of Texas at Austin

Going Beyond Growth Mindset: Effective EffortConference for the Advancement of Mathematics TeachingJuly 2017

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Today’s discussion

§ The growth mindset movement§ Why growth mindset alone is insufficient§ Supporting students’ effective effort§ Exploring available resources

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Going Beyond Growth Mindset: Effective EffortCAMT 2017

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2017

Introduction to the Charles A. Dana Center

• Advance effective math and science education for allstudents, from kindergarten to college

• Provide innovative resources that promote studentengagement, motivation, and persistence in support ofacademic achievement

• Work alongside teachers, administrators, andpolicymakers at the local, state, and national level tosupport education systems that put students on a pathto success

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What we do

1990sCharles A. Dana

Center

2007Academic Youth

Development(AYD)

1980sEmerging

Scholars Program (ESP)


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Jacquelynne EcclesMotivation

David YeagerSocial-cognitive

development

Albert BanduraSelf-efficacy

Barry ZimmermanSelf-regulation

Carol DweckGrowth mindset

Robert BalfanzSchool culture

Other research contributors

• Learning mindsets (self-belief)

• Effective effort• Culture of learning

(belonging to acommunity of learners)

Key concepts from psychology and the learning sciences

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Carol Dweck and mindsets about intelligence

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Distinguished professor of psychology at Stanford University

More than 25 years of research into the critical role of mindsets in business, sports, and education—and for self-regulation and persistence

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Growth mindset

A growth mindset is the belief that you can consistently develop your talents and abilities.

How can we promote this belief among colleagues and students?

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Consequences related to fixed and malleable views of intelligence (Dweck, 1999)

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Most students who view intelligence as being fixed:

Most students who view intelligence as being malleable:• Avoid challenges and seek

easy successes—pass up valuable learning opportunities

• Desire to look smart at all costs

• Worry about failure and question their ability

• Pursue and enjoy challenges

• Care less about “looking smart”

• Engage in self-monitoring and self-instruction

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Feedback and praise

Less of this… More of this…• Great job on

that quiz!• You’re so

smart.• You are a

really good at this.

• I like the effort you put in. What strategies have you tried? What will you try next?

• I’m glad you chose to work on one of the harder problems—you’re going to learn a lot.

• You’re improving in…• I’m giving you this feedback because I care

about you.• What can you learn from these mistakes?• Confusion is a good sign that you are

building new pathways in your brain.• Wow, you finished so quickly! Next time, I’ll

find something more challenging for you.

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Two cautions related to growth mindset

§ It’s not “You can do anything!”§ It’s not just about effort.

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Dweck’s latest recommendations

For educators§ Understand that we’re all a mixture of growth and fixed

mindsets§ Explore and watch for your own fixed mindset§ Focus on the learning process. Effort that leads to

learning and improvement is the ultimate goal.§ Don’t use mindsets to label students (or yourself)§ Treat mistakes and failures as beneficial for learning§ Teach students basic information about how the brain

changes during learning.

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Demystify intelligence

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Consider this class motto

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Mistakes are…§ Expected§ Respected§ Inspected

Observed and shared by Jo Boaler, Stanford Professor of Mathematics

https://www.youcubed.org


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Growth mindset and classroom culture

In classrooms with a growth mindset culture, students…§ don’t have to choose between being cool and being

smart§ create a learning community in which they and

teachers work together to increase everyone’s knowledge

§ view mistakes as learning opportunities§ engage in meaningful discussions about mathematical

content with teachers and fellow students§ understand that learning take effort and persistence.

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(belonging to a community of learners)


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Our approach

Psychological & neuroscience

research

Challenging academic

work

Learning & problem-solving

strategies

Classroom culture and climate

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Let’s apply some effort!

§ Task 1: Coin challenge task § Task 2: Miles of tiles, levels C and up§ Task 3: Egyptian fractions§ Task 4: Going to school§ Task 5: The Wheel Shop, levels B and up

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Thinking about Thinking: Self-Reflection Tool

19Copyright 2011 Agile Mind, Inc. ™ Content copyright 2012 Charles A. Dana Center, The University

of Texas at Austin. Used with permission

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Mathematical process standardsThe student is expected to: (A) Apply mathematics to problems arising in everyday life, society, and the workplace (B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution (C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems (D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (E) Create and use representations to organize, record, and communicate mathematical ideas (F) Analyze mathematical relationships to connect and communicate mathematical ideas (G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

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Shifts represented by the new process standards

§ The placement of the process standards at the beginning of the knowledge and skills is intentional.

§ The processes describe how students should engage with the content.

§ The process standards provide connections to the content standards across and within grade levels.

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“The intent has shifted towards students using mathematical processes to acquire and demonstrate

their personal mathematical understanding.”

Sources: 2012 TEKS, Introduction, paragraph 2; The Revised Math TEKS (2012): Applying the Mathematical Process Standards www.texasmathsupportcenter.org,

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New standards, new opportunities

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Mathematical Processes

Mathematical Content


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Promoting growth mindsets with challenging tasks

• Students as the workers and the decision-makers

• High-level thinking and reasoning by students

• Discussion, collaboration, or active inquiry

• Multiple layers of complexity

• Multiple entry points

• Multiple solutions and/or strategies

Rich mathematical tasks include:

Rich Tasks

Content Standards

Process Standards

AcademicRigor

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Effective effort: Thinking about thinking

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Dana Center persistence tasks and tools

§ www.insidemathematics.org§ Problems of the month§ Formative assessment tasks

§ www.learningandtheadolescentmind.org§ Persistence tasks with interactive features — Towers of

Hanoi, Three Bucket Problem§ Persistence tools — Thinking About Thinking Tool,

Self-Reflection Tool

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Effective effort: What action can we take?

§ Demystify intelligence§ Praise effort: highlight process, strategies and

progress§ Model positive views: convey that confusion is signal of

learning and that mistakes are opportunities§ Explore and watch for your own fixed mindset§ Provide students with challenging tasks and support

them through struggle rather than around it§ Explicitly model and teach strategies for persistence

and reflecting on learning§ Connect effective effort to growth mindset

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(belonging to a community of learners)


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Our approach

Psychological & neuroscience

research

Challenging academic

work

Learning & problem-solving

strategies


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Culture of learning

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Actions to support a growth mindset culture which includes belonging and mutual accountability

§ Provide opportunities for collaboration and discourse§ Encourage a broad range of competencies/approaches§ Promote cooperative learning and shared

accountability§ Provide autonomy/choice in task, team, process§ Model and monitor the climate for interactions among

students

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Jacquelynne EcclesMotivation

David YeagerSocial-cognitive

development

Albert BanduraSelf-efficacy

Barry ZimmermanSelf-regulation

Carol DweckGrowth mindset

Robert BalfanzSchool culture

Other research contributors

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What resources support us in taking action?

Dana Center Collaborations§ Inside Mathematics www.insidemathematics.org

§ Problems of the month§ Formative assessment tasks

§ Learning and the Adolescent Mind www.learningandtheadolescentmind.org§ Persistence tasks with interactive features — Towers of

Hanoi, Bucket Problem§ Persistence tools — Thinking About Thinking Tool, Self-

Reflection Tool§ Academic Youth Development and Intensified Algebra

• www.agilemind.com

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Learning and the Adolescent Mind — Free resources

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§ Malleability of intelligence§ Self-efficacy and motivation§ Effective effort§ Culture of learning

www.learningandtheadolescentmind.org

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Resources —www.learningandtheadolescentmind.org

§ Professional development§ Articles and collaborative study guides

§ Classroom tools§ Video to teach students about the brain§ Interactive problem-solving puzzles§ Problem-solving and self-reflection tools

§ Further reading

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AYD family of programs

Advisory or support period during the school year

School-Year

Learn and apply strategies in academic classes

3-week summer bootcamp experience

Summer-Start

Prepares students for success in Algebra I

Student programs include 2.5 days in-person Professional Development (PD) for teachers and job-embedded PD for every day of program enactment.

15-hour blended PD experience on powerful research and practices

Educator

Equips educators to enhance student achievement

Intensified AlgebraExtended-time Algebra intervention TEKS aligned course

Students 1 to 3 years behind in mathematics

Succeed in Algebra I in one year

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Supporting successful transitions through Algebra I:Accelerating success with two pathways

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Taking action

§ How will you start your 2017–2018 school year with a growth mindset and effective effort culture?

§ What will you need to do between now and then to get off to a strong start?

§ With whom can you collaborate for greater impact? (teachers, parents, paraprofessionals, leaders…)

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Contact information

Lisa [email protected]@utdcLisaBrian [email protected]@utdcBrian

www.utdanacenter.orgwww.insidemathematics.org

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going beyond growth mindset: effective effort beyond growth mindset: effective effort ... a growth...

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