LEARNING? WHEN DID YOU A genuine question……

Students’ achievement mostly remains constant in the course of a year If I know a student’s intelligence, I can predict their school career pretty well Experience has made me pretty good at assessing potential As a teacher I have no influence on a student’s intellectual ability With the right support, all students can develop their skills Ability isn’t fixed: it’s can be grown My students can always improve how good they are with effort The more you challenge yourself to learn, the more your ability grows Which side of the fence are you on……?

40 – 50 warm-up gigs at a small New Jersey club. Note pad with ideas. Watches audience for heads nodding, bodies shifting, attentive pauses. Jokes sharper, transitions tighter, delivery smoother. Father a famous composer & domineering parent. Intensive training in composition & performing aged 3. Piano Concerto No. 9 composed aged 21. First golf club 5 days before 1 st birthday. First tournament aged 2. Professional coaching aged 4. Won first major national tournament aged 13. Comedy “genius” Musical “genius” Sporting “genius” Talent is over rated! Potential is: “Someone’s capacity to develop their skills with effort over time….. how can we know where effort and time will take us?” Carol Dweck: Mindset “Genius is born”

Fixed …intelligence is a fixed trait Growth …intelligence can be developed Look clever at all costs Success should come naturally: don’t work hard Hide mistakes & deficiencies: run from difficulty It’s about ME Learn at all costs Hard work and effort is the key Confront mistakes & deficiencies: learn from them It’s about LEARNING Mindset matters if we want our students to be LEARNERS “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.” Helpless “I would work harder in this class from now on.” “I would spend more time studying for the tests.” Resilient Mindset rules Response to failure

Reflection Basics of brain structure & function Brain behaviour How learning changes the brain Memory & study strategies Developing a growth mindset

Praise Motivation Rewards Feedback Intelligence praise: “You’re so great at science….such a great writer” Process praise: “Great, you’re using the right strategies, like re-reading the sentence” Extrinsic motivation: Doing something for what it will bring as a reward – product focused Intrinsic motivation: Doing something for the thing itself – process focused Task goal: Rewarding easy tasks can undermine achievement & lower students’ perceptions of their own ability Performance goal: Rewards should be contingent on successful achievement of specific performance goals Corrective: what’s right / wrong? Specific, criterion referenced: where are students in relation to the targeted skill / knowledge? Invitational: encourage students to provide their own Task, process, self-regulation: Hattie’s good feedback moves Factors affecting mindset

The evidence base

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