Mindset

http://www.youtube.com/watch?v=JA7G7AV-

LT8&list=PLZP_xyGQEj_cJHlaLRLeVBi9y9_0oQKVs&index=2

The School Cliffhttp://www.danpink.com/2013/01/does-the-school-cliff-matter-more-than-the-fiscal-cliff

Please list some things that students at your school do so that other students will like them.

N=1400 middle and high school students

0.8

1.5

2.7

3.0

3.9

5.2

5.4

7.6

9.6

12.7

12.8

17.5

19.2

24.7

27.4

0 5 10 15 20 25 30

being yourself

partying/going out

dangerous/illegal things

working hard, trying in school, caring about school

sex/dating/flirting

being funny/joking (non -disruptive)

not being you (changing yourself, ignoring your friends, doing what you don’t want to do)

being involved (sports, clubs)

drugs/alcohol/smoking

social behavior (outgoing, nice, friendly)

copying others, being peer pressured, sucking up (giving money, food), seeking to be friends with certain people)

related to dress/looks

academically disruptive behavior (acting out, skipping, cheating, stunts, not caring about school/acting like it, showing off)

antisocial behavior (fighting, cursing, indifference toward people talking back)

others (unspecified categories, vague, hard to say/don’t know, unrelated responses

If you could set the rules for what is considered cool. . . what behaviors would you make cool?

N=1400 Middle and High School Students

0.5

1.2

2.2

2.9

3.3

4.2

12.8

15.8

26.8

0 5 10 15 20 25 30

drugs/drinking/smoking

being relaxed/just hanging out

funny (not disruptive)

looks/clothes

having a lot of friends, going to parties, being with popular kids., having fun, getting attention from kids for being cool

sports/being involved/school spirit

respect yourself (being who you want to be ), being you, spending time with who you want to, liking people for who they are

social qualities: being nice, respecting others, being fun, caring about friends/family, interesting, making friends

work ethic/trying hard in school/going to class/being responsible/following rules, achieving your goals

Summary of Carol Dweck’s book, Mindset

• Factors attributed to Success: Effort, Intelligence, Luck, People around You

• People who hold the Growth Mindset believe that intelligence can be developed, that the brain is like a muscle that can be trained.

• People who hold the Fixed Mindset think that “they are the way they are.”

• http://www.youtube.com/watch?v=TTXrV0_3UjY

What Mindsets DoGoals

Fixed Mindset Students Say

Learning is Most Important

“It’s much more important for me to learn things in my classes than

it is to get the best grades.”

Growth Mindset Students Say

Looking Smart is Most Important

“The main thing I want when I do my school work is to show how

good I am at it.”

What Mindsets DoEffort Beliefs

Fixed Mindset Students Say

Effort is positive

“The harder you work at something, the better you’ll be at

it.”

Growth Mindset Students Say

Effort is negative

“To tell the truth, when I work hard at my school work it makes me feel like I’m not very smart.”

What Mindsets DoStrategies After Failure

Fixed Mindset Students Say

Resilient

“I would work harder in this class from now on.”

“I would spend more time studying for the tests.”

Growth Mindset Students Say

Helpless

“I would spend less time on this subject from now on.”

“I would try not to take this subject ever again.”

“I would try to cheat on the next test.”

Effects of Intelligence vs. Effort PraiseGrowth Mindset

Learning

High

High

Increased

Fixed Mindset

Looking Smart

Low

Low

Decreased

Goals

Confidence

Motivation

Performance

Afterdifficult

trial

Effective Feedback From Dylan Wiliam - Imbedded Formative Assessment

• Students given only scores• Students given scores and feedback for improvement• Students given only feedback for improvement• Students only given praise• Control Group - No praise or feedback

Effect of Praise Only

• Higher ego involvement - Wanted to know who they were better than and made judgments about their talent/ability

• Improvement same as the control group - no progress

Praise is effective when…

• Infrequent• Credible• Specific• Genuine• Focused on the process for truly high quality

results

Effect of Scores and Feedback

• Improvement showed no progress• Students with high scores ignore comments -

feel they don’t need to• Students with low scores ignore comments

because they don’t want to read them.

Students given only scores

• Showed no improvement from the 1st task to the second

• Students with high scores wanted to continue to do the work

• Students with low scores wanted to quit

Students given only Feedback

• Registered 30% higher scores then on the first task

• All students reported wanted to continue on learning similar work

Effectiveness of Feedback

Highly Effective• Minimum amount of

support to get kids “unstuck”

• Focuses student on “what’s next,” and has time in class to use feedback to improve work.

Less Effective• Providing students with the

help all the way up to the solution/answer and then giving them additional practice on new problems

• Comparing Scores - students become more concerned with how they did then focusing on the feedback.

Growth Mindset Statements

• It’s okay if you don’t fully understand a concept first time, learning takes time.

• It is not humiliating to make a mistake. We all make mistakes when we learn. Indeed is part of how we learn. If we don’t make mistakes the work is too easy for us to learn.

• Mistakes are useful because they tell us where we can improve. • Its good for learning to admit to not understanding and to admit to mistakes

and then ask for clarification.• We should never ridicule each other for mistakes, even in a joking way

Mindset Tracking

Citizenship Scoring Rubric

Reading and Running