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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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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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• Learning mindsets (self-belief)
• Effective effort• Culture of learning
(belonging to a community of learners)
Key concepts from psychology and the learning sciences
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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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Classroom culture and climate
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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• Learning mindsets (self-belief)
• Effective effort• Culture of learning
(belonging to a community of learners)
Key concepts from psychology and the learning sciences
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2017
Our approach
Psychological & neuroscience
research
Challenging academic
work
Learning & problem-solving
strategies
Classroom culture and climate
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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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Going Beyond Growth Mindset: Effective EffortCAMT 2017
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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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