Changing Mindsets

Outcomes Explore our own experiences as a learner in relation to the research on mindsets/noncognitive factors Expand knowledge and concepts regarding mindsets/noncognitive factors influencing learning Review/evaluate tools and strategies for changing mindsets in the work you do.

Key resources Promoting Grit, Tenacity and Perseverance: Critical Factors for Success in the 21st Century (US Dept. of Education-February 2013) Teaching Adolescents to Become Learners; The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review (June 2012) UChicago CCSR Noncognitive Skills in the Classroom: New Perspectives on Educational Research (September 2010) Research Triangle Institute

What is taught: Standards Curriculum How it is taught: SDI EI = Student achievemen t +

What is taught: Standards Curriculum How it is taught: SDI EI = Student ? achievemen t +

What is taught: Standards Curriculum How it is taught: SDI EI + Missing variable + = Student achievemen t

Personal experiences with mindsets; Reflecting on and collecting our personal set of data What: Why: Connecting our experiences to the theory and research will increase our understanding and ability to articulate it others

View video: Write down 2-3 MIP’s (Most important points) Share with partner

Look for in Ed Week article Select a passage/sentence that you feel is most relevant and important and share with a partner As a table have a brief discussion about the any connections you noticed between videos and text Have a spokesperson from your table share 1- 2 connections

Problem: many “labels ” for similar concepts Grit Mindse t Agenc y Productive Persistanc e Non- cognitive Meta- cognitive

Success can be a balancing act

What is taught: Standards Curriculum How it is taught: SDI EI + Missing variable + = Student achievemen t

Theory of intelligence (Dweck/Yeager ) Attribution

Self Efficacy (Bandura )

(Walton/Cohen) Belongin g ESSENTIAL VIEWING!!! iTunes U. Stanford University “How to Think Like a Psychologist” Stereotype Threat and Performance Free Download

(Deci/Ryan ) Value/interest/go al

(Zimmerman) Self regulation

Academic Behaviors Going to class Doing homework Organizing materials Participating, studying Academic performance

Academic Perseverance Grit, tenacity Delayed gratification Self discipline Self control Academic behaviors Academic performance

Academic mindsets I belong in this academic community. My ability and competence will grow with my effort. I can succeed at this. This work has value for me. Academic perseverance Academic behavior Academic performance

Academic Perseverance Academic behaviors Academic performance Learning Strategies Study skills Metacognitive strategies Self regulated learning Goal setting

Social Skills Interpersonal skills empathy cooperation assertion responsibility Academic behaviors Academic performance

Academic mindsets Academic perseverance Social skills Learning strategies Academic behaviors Academic performance

feels a sense of belonging to a classroom community believes effort will increase ability and competence believes that success is possible and within his/her control sees school work as interesting and relevant to his/her life “When a student: the student is more likely to persist at academic tasks despite setbacks and to exhibit the kinds of academic behaviors that lead to learning and school success.” Camille Farrington (2013)

THE FOUR MAJOR CONSIDERATIONS WHICH WILL HELP ENABLE A PERSON TO BEHAVE IN A MORE ORIGIN-LIKE FASHION ARE AS FOLLOWS: 1.CHILDREN MUST BE HELPED TO DETERMINE REALISTIC GOALS FOR THEMSELVES. 2. CHILDREN MUST BE HELPED TO KNOW THEIR OWN STRENGTHS AND WEAKNESSES. 3. CHILDREN MUST BE HELPED TO DETERMINE CONCRETE ACTIONS, WHICH THEY CAN TAKE NOW (IMMEDIATELY) TO REACH THEIR GOALS. 4. CHILDREN MUST BE HELPED TO CONSIDER HOW THEY CAN TELL WHETHER THEY ARE APPROACHING THEIR GOAL (FEED-FORWARD). THAT IS, WHETHER THEIR ACTION IS ACHIEVING THE DESIRED EFFECT. DeCharms (1977): Pawns/Origins Nothing new:

So whatNow what