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Student Motivation & �The Growth Mindset��Growing Ourselves and Our Students, Setting Our Minds up to Learn

Teaching with Grace

October 5, 2017

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MINDSET

Belief and assumptions that orient how we perceive the world, ourselves and others��

Guides how we think, act and respond

Mindsets influence how we act, what we believe is possible

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Session Goals

Deepen our understanding of motivation & the Growth Mindset
Identify characteristics of a climate, culture and classroom that supports a Growth Mindset
Leave with inspiration and one new idea to implement.

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Motivation and Growth

What motivates us?
What motivates our students?
What is the difference between a fixed and growth mindset?
How do we help our students (and teachers) develop a growth mindset?
How do we create conditions to support a climate where the Growth Mindset can flourish and our students can reach their potential?

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Research on Motivation

Relational

Measure Progress

Optimal Learning Zone

Extrinsic-

Grades

Reward

Vision +

Steps

Voices in Our Head

Joy

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ROLE MODELS & OTHERS’ SUCCESS CAN INSPIRE US TO STRIVE & WORK HARD

9:45: WE ARE SURROUNDED BY EXAMPLES OF extreme outcomes of the growth mindset-- extraordinary achievers who somehow managed despite all odds to overcome tremendous challenges and keep on going.

Through grit and determination they persevered, they were not stopped in their tracks by roadblock…they are examples of growth mindset manifest. We celebrate, worship these figures, but it is still tricky to figure out how to supprot our students to reach their potential develop their potential: Now, at CPET, we live by a series of Prncipales—we call them our 5 C’s: 1 C is Cultivateing Strangths...I think this is such an important concept as we seek to help our stduents to grow, progeesa dn learn, we need to see their strngths and get them to see them...what are thier potential passions? What is the spark that could unlock their mindset? If we can identify our students’ interest, talents or even aspect of their personality we can help them develop growth mindsets..stduents can use their strengths and interests to balance their struggles...the student who struggles with math, but loves animals could be inspired to push through in math by doing a project on animal care and costs, the student who is shy but focused could work on the design of a PPT for a group presentation,the unfocused student aho may struggle in many subjects, could be an organizer in the group and write a shorter piece to fulfill an assignment. We need to look at our students with an eye to their strengths, interests and sparks. We need them to identify and articlute what they know, love and can do to build on...As educators, We need to ask the hard questions:

What is my mindset? Can I adjust my expectatiosn and articulate a variety of pathways for students to be successful? Do they all have to comeple exactly the same things to pass? To do well in a class? How are we helping our teachers develop and use each other as resources?

and in fact, we’ve all had students that we just couldnt help, or reach, students like Clara O’Brien or Bernardo Zuniga, or Tashon Daley, whom we couldn’t catch ebfore they fell and we lost them...

Athletes are perhaps the greatest concrete example of what is possible with a growth mindset...students can particularly relate and are inspirde by athletes because their accomplishments are so concrete and tangibel and so they look deceptively possible:

Lets look at some of these stories:

From Knowshon Moreno the Dolphins’and Bronco’s player who had a hard knock life bouncing from homeless shelter to shelter with his dad in NYC until age 11—barely in in school and ended up being picked up by his grandmother, brought to New Jersey and thrived under coaches who set goals with him, worked him hard, but also structured his progress and practices.

Serge Ibaka, currenetly atOronto Raptors’ player, OKC basketball player—14^th of 17 children, lost his parents in war in Congo and wandered through Africa living in refugee camps until the age of 17 when he made it to Spain and learned Spanish and

Derrek Rose: grew up in Chicago.

Oprah who left school pregnant at 14, lost the baby and then went back to school to become a debater and eventually top student. Elie Weisel who not only survived the holocaust wrote about it for others...

Venus Williams who worked at her game everyday her whole life, coached and prodded by her father--and she is still not considred to be the best, since her sister Serena is the “best”. Hours and hours of work and a household in South LA dedicated to the girls’ tennis...can we take these examples and extract form them some moves, some techniques and modify them to fit our classrooms, our school and community? I think we can.

Other stories too...Bill Gates, didn’t go to hs much, instead he went down the hill to the local colege and used the computer, Ben Franklin, 1 of 17 children had to work at age 10, no more school, Obama as a politician dealing with hardship—

Think about your classrooms. What did these figures look like/sound like at age 14, 15, 16?

Overcoming odds, rising to a challenge

these figures are important and they are inspiring, BUT I think that the most important inspiring and important part of their stories is HOW they overcame so many obstacles, the struggle, the hard work, even the failure.

We need to understand that especially highly successful people struggled hard, sometimes for years to get where they are...they often had to overcome huge roadblocks and eal with failure...

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But…we are more motivated by learning about HOW people got there.

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The Basics

Growth Mindset

Belief that…

Abilities and other talents can be developed (through hard work and perseverance.)

Fixed Mindset

Belief that…

Abilities, talent and intelligence are FIXED traits.
We are all limited in our ability to change.

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Carol Dweck: The Power of Yet�Why does Dweck “believe in the power of yet?”�How does she believe that failure can impact students?

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GROWTH VS. FIXED MINDSET

GROWTH

Intelligence can be developed and grown.
Talents can be developed and cultivated.
Skills can be built in all areas (with effort and persistence.)
Effort pays off!
All people can learn, grow and change.

FIXED

Intelligence is fixed.
Talents are innate or inborn
Skills cannot be built in certain areas.
Some people will not be able to learn, grow or change because of their backgrounds.

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GROWTH MINDSET BELIEFS

GROWTH MINDSET

Talents can be developed and cultivated

Skills can be built in all areas (with effort and persistence.)

Effort pays off!

Intelligence can be developed and grown.

All people can learn, grow and change

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Latest Research on Neuroplasticity Supports Growth Mindset Theory

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What do we see with some of our students?

FIXED MINDSET	IMPACTS
Failure	Leads to humiliation; confirms your belief about self
Effort	Shouldn’t be necessary, doesn’t yield results
Success	Is defined as being the best and based on talent
A ”low” grade	Means it’s time to give up, confirms failure, lack of ability
Feedback may be threatening	May provide good advice that you cant follow or

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Growth Mindset: Principles of Practice

Principles of Practice

Find and treasure something to nurture in each student

Inspire optimism in the face of challenge

Use Learning Profiles and appreciate differences

Eliminate humiliation, blame and labeling

Focus on effort, pathways to success & increments of growth

Mistakes are welcome

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Think of something you’ve accomplished or a skill that you’ve developed… �

Describe how you’ve developed your skill or achieved this accomplishment.

Consider:

-Why did you start on the path? What motivated you?

A pitfall or hurdle that you had to overcome: -What kept you motivated?
Who helped?
What helped you keep on going?

Think about something you;ve accomplished. What is under the water of your iceberg…who helped? How?

Often times we say: It was my third grade teacher...Mr. Imray my 11th Grade English teache, but why? What did he do? Say? What space did he create to allow us to grow?

made us read Moby Dick treated like adults, had low ability or struggled with that you now.

Write a letter to that person if you’d like….describe a place a time....

Lets examine:

Pair Share stories. Invite sharing:

I take notes and then we ask, based on our list:

What are the conditions for success? What does it take for us to develop the mindset for growth?

List by: What people said? What they did? What did you do? Why did you do it?

Lets use this list as a blueprint for creating a climate for the Growth Mindset to flurish for our teachers and our students

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How can we create pathways to learning and growth?

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What can we say to our students? �PRAISE EFFORT NOT just SUCCESS or RESULTS!

FIXED	GROWTH: Praise the effort and process
1) Nice job!	I noticed you kept on trying even when the problems got harder! You checked your work to fix mistakes on part 2... Nice!
2) You got a B!	You made it class everyday and did the extra problem practice! It made a big difference! Check out how well you did on #5…what’s next?! Look how much progress you’ve made since September!
4) You did badly.	You might be struggling with______, but you are definitely progressing in_______. Take a look! You’re not quite there yet. Everything is a challenge until we learn to do it. When I learned to…

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Words that May �Support or Hinder Growth

Area for Growth

Progress

Effort

Improvement

Try Again

Incomplete

Failure

Can’t

Best/Worst

Lowest/Highest

Smart/Intelligent

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Students set goals�Offer concrete feedback, next steps, �correction and revision opportunities

Next time take 5 minutes to check your work & correct it

On part 3, you forgot to do the last part.

Do your test corrections to add 5 points.

See rubric dimension 3 Organization,

This part weakened your essay, see next steps for improvement.

Dimension 3 Ideas is great.

Where did you come up with such creative ideas?

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MOVES for�Motivation & Learning�

Actions

Growth feedback on specific areas

Goal Setting with Progress monitoring

Models of Success through struggle

Conferring & portfolios

Mistakes are celebrated. No opt out.

Multiple Pathways to Success

Clear Steps and Scaffolding

Teach Brain Science

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Engagement Supports Positive, Growth Mindset

High Engagement

Connecting & Making Content Relevant

Student Choice

Positive, personal Relationships

Acknowledgement

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Please try one new thing in your classroom and planning!

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Nurture a Vision of Possibility and Promise

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THANK YOU FOR YOUR PARTICIPATION!

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Research

Dweck, Carol, Hulleman, Chris and Harackiewicz
https://www.mindsetworks.com/science/