1. MINDSET
Meagan Sternberg
May 3, 2016

2. TARGETS I can describe fixed and growth mindset.
I can explain the benefits of a growth mindset for students and teachers.
I can reflect on activities and lessons that promote a growth mindset.
I can explore resources for teaching growth mindset.
(2 minutes)

3. How do you view intelligence and success?
(2 minutes) The focus on mindset is all about how we view intelligence and success for ourselves and others. When you think of someone who is highly intelligent, who pops into your head?
Einstein struggled in school and was expelled.
When you think of a super successful athlete, who pops into your head?
Jordan was cut from his high school basketball team.
When you think of a high intelligent and successful person in the media, who pops into your head?
Oprah was fired as a TV reporter because she was “unfit for TV”.

4. Carol Dweck
2006
(1 minute) In 2006, Carol Dweck wrote Mindset: The New Physchology of Success based on her research as a professor at Stanford. This research was focused on how people view intelligence.

5. Intelligence is a fixed trait or innate.
FIXED MINDSET
Intelligence is a fixed trait or innate.
(1 minute) People with a fixed mindset believe that intelligence is innate and cannot be developed. You are either smart or you are not. People are either born an Einstein or a Homer.

6. FIXED MINDSET intelligence is carved in stone
failure reflects
a lack of intelligence
intelligence is carved in stone
intelligent people don’t have to work hard
(1 minute) People with a fixed mindset tell themselves …

7. Intelligence can be developed.
GROWTH MINDSET
Intelligence can be developed.
(1 minute) People with a growth mindset believe that their intelligence can be developed over time. Even though people may be born with different talents and abilities, but everyone can increase their intelligence. Einstein may have been born with some natural talent. However, if he hadn’t put in a lot of effort, he would not have developed the theory of relativity. He is quoted saying “I am not more gifted than the average human being. If you know anything about history, you would know that is so--what hard times I had in studying and the fact that I do not have a memory like some other people do… I am just more curious than the average person and I will not give up on a problem until I have found the proper solution. This is one of my greatest satisfactions in life--solving problems--and the harder they are, the more satisfaction do I get out of them. Maybe you could consider me a bit more patient in continuing with my problem than is the average human being. Now, if you understand what I have just told you, you see that it is not a matter of being more gifted but a matter of being more curious and maybe more patient until you solve a problem.”

8. GROWTH MINDSET intelligence is malleable
failure is a learning opportunity
intelligence is malleable
intelligence
requires hard work and
effort
People with a growth mindset tell themselves …

9. (1 minute) These two are set up a dichotomy, however, they really are two ends of a spectrum. We may have a fixed mindset about somethings and a growth mindset about others. Likewise, we may shift our mindset about something at different times. There is fluidity in our mindsets.

10. ARTICLE As you read this article, use the following annotations:
Key words
Powerful phrases
! Surprising ideas
(10 minutes) As you read this article, use the annotations.

11. ARTICLE Share one powerful phrase or surprising idea with your group.
Explain why it is powerful or surprising.
(5 minutes) Share phrases and ideas.

12. EQUITY
Stereotype threat is the experience of anxiety in a situation in which a person has the potential to confirm a negative stereotype about his or her social group.
(2 minutes) Here is some data gathered for SAT scores where students were made aware of their race before the test. This created a stereotype threat for Black students who suffer the stereotype of low achievement. When the stereotype threat was removed, the results changed significantly.

13. EQUITY When students are experiencing stereotype threat,
academic performance can decrease and behavioral issues
can increase.
(1 minute)

14. is psychological instead of physical or instructional.
EQUITY
Sometimes,
the barrier to
equitable access
is psychological instead of physical or instructional.
(1 minute) These barriers are often invisible/psychological.

15. Growth mindset is being used as one way to
EQUITY
Growth mindset is being used as one way to
remove or mitigate barriers to equitable access for underserved populations.
(1 minute) NCSD is focused on identifying and removing barriers to equitable access to learning. Growth mindset is one way to address barriers around race, gender, and social status.

16. Growth mindset can be learned
TEACHING MINDSET
Growth mindset can be learned
and taught!
(1 minute) Fortunately, growth mindset can be learned and taught! There are specific activites, lessons, and experiences that can teach and foster a growth mindset in ourselves and our students. This book by Mary Cay Ricci has many good suggestions. We are going to go through 4 types of lessons and activities that teachers can teach their students about their intelligence.

17. Do an activity where students will struggle or fail.
FAILURE + STRUGGLE 1
Do an activity where students will struggle or fail.
(1 minute) One suggestion is to start with an experience that will guarantee struggle and failure.

18. We are going to try something difficult.
FAILURE + STRUGGLE
We are going to try something difficult.
Let’s pay attention to the messages our brain is sending as we tackle a difficult task.
(1 minute) As we engage with a difficult task, pay attention to how you are feeling.

19. Move three matchsticks to create four rhombuses.
FAILURE + STRUGGLE
Move three matchsticks to create four rhombuses.
(4 minutes) Give them 3 minutes to solve this puzzle.

20. FAILURE + STRUGGLE
How did you feel before you started this activity? What were you saying to yourself?
What did you feel and say to yourself during the activity?
How did you feel and speak to yourself after the activity?
What can you do when you struggle or experience failure?
(5 minutes) Think privately. Share with a partner.

21. FAILURE + STRUGGLE
(1 minute) If you are dying to know the answer to the puzzle, here it is.

22. BOOKS
(1 minute) There are several books that focus on the benefits of “failing” or struggling. Oops and The Most Magnificent Think are great! If you click on the image, it will take you to a link for purchase information.

23. NEUROBIOLOGY Teach about the brain. 2
(1 minute) The second suggestion is to teach some lessons about neurobiology. You don’t need to go into great detail, but it is useful for students to understand a bit about how their brian works.

24. NEUROBIOLOGY The brain is like a muscle.
We need to communicate with students that the brain is like a muscle. They more the brain is used, challenged, and exposed to new things, they more it “grows” through increased neural connections.

25. NEUROBIOLOGY The brain is like a sponge.
Ask students, “How is your brain like a sponge?” Write down some of their ideas. Tell students, “Let’s use our imagination. Pretend that the sponge is your brain and water represents all the new things you learn every day. What do you think will happen to your brain when you add all the new things you learn?” Slowly pour water over the sponge. Tell them, “Every tiem you work hard and learn something new your brain grows and gets stronger. The sponge is bigger and will now work better since it is wet.” Let them observe what happens over several days without water. As it dries and shrivels, relate this to what happens to a brain when it is not being challenged.

26. BOOKS + IMAGES
(1 minute) This book is a great introduction to the brain. For a link to purchase, click on the book image.

27. New neural connections are made each time to try new things.
NEURONS
New neural connections are made each time to try new things.
The brain is a network of neurons. They communicate through chemical messages. New conections are made every time you try or learn new things. This analagous to scaffolding needed to build a bridge or building. Some already have the scaffolding in place and need fewer experiences to finish the structure. Others need to develop the scaffolding through more experiences to complete the structure.

28. Stand in a circle and hold hands.
NEURAL IMPULSES
Stand in a circle and hold hands.
(5 minutes) Have participants stand in a circle and hold hands. Ask the first person to squeeze the hand of one of the person next to her. That person then squeezes the hand of the next person and so on. Time how long it takes to get back to the end. Tell them the amount of time it took. Now have them do it again; it should take less time. Discuss how practice makes neural connections stronger, quicker, more efficient.

29. MODELS
(1 minute) Buy a plush brain to use when talking about the anatomy of the brain! Click on the image to go to the I HEART GUTS website for purchase. Buy a plush neuron to use when talking about brain cells, synapses and dendrites! Click on the image to go to the GIANT MICROBES website for purchase.

30. VIDEOS
(1 minute) This video describes how challenges help grow your brain. It would be appropriate for elementary students.

31. Teach students about growth and fixed mindsets.3
Teach students about growth and fixed mindsets.
(1 minute) The third suggestion is to directly teach students about mindset.

32. Read about growth and fixed mindsets and its connection to the brain.
(1 minute) This article can be used with grades For a copy, click on the article image. There is a lesson plan and questions too.

33. MINDSET T-CHART Create a T-chart to compare fixed and growth mindsets.
(1 minute) After learning about mindset, create a anchor chart to refer to throughout the year.

34. MINDSET T-CHART
(1 minute) Here are some examples.

35. BOOKS/ARTICLES
(1 minute) There are several great books and articles that support growth mindset.
The Dot would be great for elementary students; it promotes growth mindset via creativity. For a link to purchase, click on the book image.
Everyone Can Learn to Ride a Bicycle would be great for elementary students; it promotes the idea that anyone can learn through failure and practice. For a link to purchase, click on the book image.
“Are You a Loser?” can be used with grades 4-12; it helps students explore their own mindset. For a copy, click on the article image.

36. VIDEOS
(1 minute) There are also lots of videos.

37. What struck you from this video?
RESULTS
What struck you from this video?
(5 minutes) Here are some results from a teacher who spent about a month teaching her 4th graders about mindset starting in January. Here are the results of that work. 9 points is the expected one year growth. Put this in the context of closing the achievement gap.

38. FEEDBACK + PRAISE 4
The way you praise and give feedback to students can impact their mindset.
(1 minute) The last piece that is critical is to learn how to give feedback and praise that fosters and supports a growth mindset.

39. PRAISE EXPERIMENT
intelligence praise
“Wow, that’s a really good score. You must be smart at this.”
process praise
“Wow, that’s a really good score. You must have tried really hard.”
neutral praise
“Wow, that’s a really good score.”
(2 minutes) Three groups of students were given a fairly easy task. One third of the students were given intelligence praise. One third were given process praise, and the final third were given neutral praise.

40. PRAISE EXPERIMENT intelligence praise
“This is hard. I must not be smart”
process praise
“This is hard. I need to put in more effort.”
(1 minute) These students were then given a more challenging problem. Those who were given the intelligence praise struggled. If given the choice, they chose easier problems. Those given process praise persisted and accomplished more. If given the choice, they chose more challenging problems.

41. PRAISE EXPERIMENT
(1 minute) The results were dramatic based on the type of praise that was received.

42. PRAISE EXPERIMENT intelligence praise process praise fixed mindset
growth mindset
(1 minute) The conclusion was that giving intelligence praise lead to a fixed mindset, whereas, giving process praise lead to a growth mindset.

43. You
are
smart!
(1 minute) So, what can we learn from this? We want to avoid giving praise that will perpetuate a fixed mindset. For example, telling students they are smart is fixed mindset praise. We shoudl

44. YET! THE POWER OF YET I can’t read well …
(1 minute) To encourage a growth mindset, we can use the word “yet”.

45. THE POWER OF YET
I’m not good at math …
YET!

46. THE POWER OF YET
I can’t do science …
YET!

47. THE POWER OF YET
My students can’t do
this …
YET!

48. What struck you from this video?
PRAISING PROCESS
What struck you from this video?
(10 minutes) Let’s watch this video and pay attention to evidence of process praise that would support a growth mindset.

49. TEACHING MINDSET 1 2 5 3 4 reflect on struggle and failure
learn about the brain and neurons 5
be vigilant about examining your own mindset about historically underserved students 3
understand growth and fixed mindsets 4
pay attention to praise and feedback
(2 minutes) Summarize the learning.

50. These are available via the NCSD website.
RESOURCES
These are available via the NCSD website.
(5 minutes) Take a few minutes to explore these resources.

51. What is your main learning from this session?
CLOSING
What is your main learning from this session?
Write a 7 word sentence.
(5 minutes) Write you sentence and share in table groups or whole group.