THE SCIENCE OF GROWTH Part 2

2nd BIG IDEA 2nd BIG IDEA 1. Emotional Integration 1. Emotional Integration 2. NEUROGENESIS

ADOPTION STUDY 4-6 yr olds

IQ IS NOT FIXED! IQ IS NOT FIXED! TEACHERS TEACHERS CHANGE CHANGE BRAINS! BRAINS!

FIXED AND FIXED AND GROWTH GROWTH MINDSETS MINDSETS

My intelligence is a fixed trait - I have a certain amount and that ’ s it. [ “ So I worry about how much I have. I must look clever at all costs. ” ] I feel clever when things are easy, where I put in little effort and outperform my peers. [ “ Effort and difficulty call y intelligence into question, so I feel stupid. ” ] I need easy successes to feel clever. [ “ Challenges threaten my self-esteem, so I won ’ t engage in them. ” ] I don ’ t want to have my inadequacies and errors revealed. [ “ I will withdraw from valuable learning opportunities if I think this might happen. ” ] Even if I ’ m doing well initially, I won ’ t be able to cope with a problem or obstacle. [ “ I really disengage from tasks when obstacles occur. ” ] Characteristics of a ‘Fixed’ Mindset

Intelligence is something I can increase through my own efforts. [ “ I am keen to work hard and learn as much as I can. ” ] I acknowledge that there are differences between people in how much they know and how quickly they master things. [ “ I believe everyone with effort and guidance can increase their intellectual abilities.] I love to learn something new. [ “ I will forego the chance to look clever in favour of learning something new. ” ] I am excited by challenge. [ “ I throw myself into difficult tasks and stick with them. I set goals and make sure when I have strategies to reach them. ” ] I feel clever when... [I am fully engaged with a new task, exerting effort to master something, stretching my skills and putting my knowledge to good use. eg. helping other pupils learn. ” ] “ Active Learning Through Formative Assessment ” by Shirley Clarke Hodder Education Characteristics of a ‘Growth’ Mindset

YR 6 Angi Gibson Tyneside, England Initial evaluation September 2006 : 18% had a growth mindset 11% were borderline and 71% were fixed. Case Study

“ We need to transform ‘difficulty’ into ‘new or deeper learning’ and avoid expressing sympathy when children encounter failure or difficulty. We need to show enthusiasm about challenging tasks and ensure that failure is followed up by celebration of what has been learnt by the experience, in terms of new strategies needed. By doing this we help ensure that challenge and effort are things that enhance self-esteem rather than threaten it. ” Shirley Clarke Modelling a GROWTH Mindset

Techniques: 1. Build self-esteem and belief in self-ability 2. Reinforce and encourage steps of learning 3. Celebrate an awareness of self-recognition Case Study

Strategies : Peer teaching Meaningful praise Highlighted how the wrong answer is a positive thing - something to learn from. More pupil talk Increased belonging, self-worth and importance Problem-solving/ mind-mapping Higher order questioning Collecting facts before making judgements Regular post-analysis of work Goal setting Parent information Teach how to assess own work Music for mood and atmosphere Talk about emotions during learning Teach relaxation (& brain gym) Celebrate all successes... Case Study

YR 6 Angi Gibson In January 2007, (3 months later) Retested: 85% growth mindset 4% borderline 11% fixed Case Study Results

Impact on Learners... “ The effect of this on their learning was phenomenal. Most totally tuned into learning – hungry for it. They were no longer just content with finishing a piece of work – it had to challenge them…. Their confidence and self-belief was overwhelming and they were not scared of challenges any more – they were welcoming them. ” ‘ Active Learning Through Formative Assessment ’ by Shirley Clarke p 28

NOTES TO SELF: [These things promote Neurogenesis] Provide enrichment [Variety is the magic key] Provide enrichment [Variety is the magic key] [multi-senses, novelty, challenge & feedback, nutrition positive social bonding]

NOTES TO SELF: [Implications for my teaching] Provide enrichment Provide enrichment Physical activity Physical activity

with exericse without exercise Experiment Shows Exercise Doubles Production of New Brain Cells

NOTES TO SELF: [Implications for my teaching] Provide enrichment Provide enrichment Physical activity Physical activity Reduce stress Reduce stress

How much can environments affect brain structure?

Effects of acute environmental stress on growth of new neurons Bars = Number of New Neurons Normal Stressed

NOTES TO SELF: [Implications for my teaching] Emphasize deep focus [critical thinking] Emphasize deep focus [critical thinking] eg. The intellectual rubberband Provide challenge, feedback and novelty Provide challenge, feedback and novelty Provide meaning and relevance to learning tasks Provide meaning and relevance to learning tasks Chunk knowledge [multiple pathways] Chunk knowledge [multiple pathways] Provide enrichment Provide enrichment Physical activity Physical activity Reduce stress / provide good nutrition Reduce stress / provide good nutrition

Arrange SUCCESSES for them. We teach CHILDREN, not subjects. CELEBRATE them In CONTENT In PROCESS

“ It ’ s not one single strategy, its not a single great day or activity that creates success stories. It ’ s the aggregate of relentless, sustained, positive, enriching, skill-building that transforms students. ” “ It ’ s not one single strategy, its not a single great day or activity that creates success stories. It ’ s the aggregate of relentless, sustained, positive, enriching, skill-building that transforms students. ” Eric Jensen Eric Jensen

“ Do not neglect your gift... be diligent in these matters, give yourself wholly to them, so that everyone may see your progress. ” “ Do not neglect your gift... be diligent in these matters, give yourself wholly to them, so that everyone may see your progress. ” 1 Tim 4: 14,15 1 Tim 4: 14,15

THE SCIENCE OF GROWTH

NOTES TO SELF: [These things promote Neurogenesis] Provide enrichment [Variety is the magic key] Provide enrichment [Variety is the magic key] Positive social bonding Mice Study 1) remained in home cage 2) 12 hrs daily of restraint stress 3) social reorganization All infected with respiratory virus Match the 3 groups above with their mortality rates below: a) 8% b) 15% c) 70% (Padgett and Sheridan, 1999)

NOTES TO SELF: [These things promote Neurogenesis] Provide enrichment [Variety is the magic key] Provide enrichment [Variety is the magic key] Positive social bonding Study Results: Study Results: 1) Remained in home cage 1) Remained in home cage a) 8% mortality a) 8% mortality 2) 12hr. daily of restraint stress 2) 12hr. daily of restraint stress b) 15% mortality b) 15% mortality 3) Social reorganization 3) Social reorganization c) 70% mortality! c) 70% mortality!