Got Mindset?

Outcomes Participants will… Identify growth and fixed mindsets Reflect on their own mindset and its impact Identify strategies to foster a growth mindset within their child(ren) Everything that will be shared during our presentation through these slides will be posted on the school website To provide background, last October our staff began to review the research of Dr. Carol Dweck from Stanford University Dr. Dweck’s Book (show mindset) Every month we meet to discuss mindset and the impact that not only our mindset but the mindset of our children can have on student achievement As a staff, we have been impacted by our learning and felt that we wanted to share the information with parents as you are our partners in education So that is why we are here this evening

Agenda Activator Overview Application Resources

Quietly write your personal reactions Activator Read the statement Quietly write your personal reactions Explain that participants can write, draw, or create a symbol on provided index cards

I value effort as much as I value achievement. Statement 1 I value effort as much as I value achievement. Read each statement aloud as participants quietly respond

Statement 2 You can learn new things, but you can’t really change how intelligent you are.

My child(ren) find the success of their peers inspirational. Statement 3 My child(ren) find the success of their peers inspirational.

Statement 4 Your brain has the ability to make connections and learn new things at any age.

Statement 5 When my child experiences setbacks, he/she shuts down, becomes anxious, and/or gets defensive.

Small Group Share What statement(s) most stood out to you? What similarities did you notice between you and your child? Facilitate small group discussion regarding statements No group share for this part due to time

Overview of Fixed Versus Growth Mindset I got a poor grade on my essay. I am going to figure out how it to make it better. I know that I have to work to become a better reader through a lot of practice! I don’t mind if I make a mistake, as long as I can figure out what I did wrong. If my daughter and I work hard at math, we make improvement. The more you try, the smarter you get. I’m smart; therefore I better not fail. My daughter is just like me. Math wasn’t my thing either. Making mistakes makes me feel dumb. I like to get everything right. I can understand why he doesn’t like to read. As his father, I never did either. I got a poor grade on my essay. Oh well, I don’t like writing anyway. Share that Dr. Dweck identifies two types of mindsets, Fixed and Growth Fixed pertains to thinking that focuses on intelligence as being “innate” and “static” – people are “born with or without” ability to move to higher levels Growth pertains to thinking that focuses on intelligence as being “developed” – people can learn, maybe at different paces, but all have the ability to increase learning and understanding over time Review statements – “these examples share how someone with a fixed mindset may process or think about a situation as compared to how someone with a growth mindset may process or think about the same situation

` Review characteristics of Fixed vs Growth Mindset – reference from Dr. Dweck’s work

The Mindset of Your Children Stop and Jot: How have you seen the two mindsets in yourself and your child(ren)? First participants stop and jot at their tables (consider the activator statements that were used in the opening) Then the participants buzz at their tables Lastly the participants share out

Parents and educators can impact the development of growth mindset in children Read quote aloud

Application: Power of Words Praise and Yet Let’s talk about application Power of Words can develop and strengthen mindset Two strategies of focus as staff How we praise The Power of Yet and impact on children when they are still striving to reach milestones

Application: Power of Praise The Power of Praise Introduce video Based on Dweck’s word, summarizes research of findings for praise

Application: Power of Yet Sometimes our children are still reaching for milestones Doesn’t mean they can’t, they just haven’t gotten their YET That one word, YET, can be powerful in how we approach children For example, if they are not on grade level for reading, we view as “they are not on grade level YET” If a child is disappointed because they can’t jump rope, our response is “you can’t jump rope YET” YET builds hope and focuses on future – it’s positive

Application: Scenarios Scenario Sheets Group Example Discuss each scenario with your group and create a statement of response that models growth mindset. Share that there are scenario sheets on each table along with growth mindset quote stems Complete one scenario together Model how to respond to a fixed mindset situation in a growth mindset fashion Ask parents to work in groups at tables to complete the remainder Provide time to share out several examples

Application What’s something you can do in the next week to intentionally foster a growth mindset? What’s something you can do in the next year to intentionally foster a growth mindset? Goals are important and applying Mindset will take some time as you may have to change your personal responses - responses that may be engrained in your thinking Start small – don’t be hard on yourself but stay persistent Write goals on index card – won’t have to share

Closure Additional Resources Session Feedback Form Gift Bag http://mindsetonline.com/ Session Feedback Form Gift Bag Resource packets Web site Mary Cay Ricci Feedback form Gift bag

Thank You! The Power of Yet Thank you for attending Closing with an enthusiastic video regarding the Power of Yet