1. Unit Notes: Happiness Project
To study in case you missed anything during the unit. 

2. Intelligence and Brain Plasticity
What is intelligence?
How do you know if someone is “smart”?

3. Is the person who can memorize the lyrics to all of their favorite songs smarter than the person who can fix the broken bike?
Is a surgeon smarter than a Grammy-nominated singer?
A racecar driver smarter than a mother of 4?
An alligator rescue specialist smarter than a baker?
Is the person who gets good grades on a math test smarter than the kid who can throw the ball the farthest in PE?

4. Many Types of Intelligence
“An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.” Howard Gardner, Frames of Mind (1983)
Based on his study of many people from many different walks of life in everyday circumstances and professions, Gardner developed the theory of multiple intelligences.

5. Basics of Multiple Intelligences
 Intelligence is more than IQ, getting good grades, or being great at math.
We are all born with a capacity for each intelligence.
We all have a unique combination of these intelligences.
These intelligences are located in different areas of the brain and usually work together, but can work independently too.

6. Our Brains Change Neuroplasticity experience.
– the brain’s ability to change in response to
experience.

7. Neuroplasticity means that everyone is able to become smarter in all intelligences.
Every experience, choice, and action has a physical impact on your brain
You can control how you think, feel and act by controlling what you focus on.

8. Changing How You Think Creates Physical Changes in your brain
Neuroplasticity - Creating Stronger Neural Connections
Actual Neurons developing:

9. Attention and Experience
What you focus on is what your brain thinks is important.
It changes in response to these important experiences.
Deliberately focusing on something creates new pathways in the brain.

10. Like muscles, repetition and use creates strength in the brain’s ability to function.
Use it or lose it – the brain continuously makes room for what is important –what you focus on– by pruning out things you don’t use.
You can create new habits and prune old ones using MINDFULLNESS – paying attention to your own thoughts.
Animated model of Neuroplasticity:

11. Recap
Your brain changes physically in response to experiences-physical, mental, emotional
Young brains are capable of changing fast
Use it or Lose it
New habits are made stronger by repeated use
Pruning – pathways become weaker through less use
Practice makes permanent – whatever you do, your brain changes to get better at it.
Focus and repetition are key to strong neural pathways

12. Happiness Project: Mindset
Multiple Intelligences
Using your Strengths
Neuroplasticity
Using your Attention & Focus to Change your Brain
Mind Set
Positivity

13. Quick Write
Think of a time when you had a hard time learning something new. Write about your reaction. Did you think – Wow, this is hard. I’ll have to try harder. Or Wow, this is hard. I feel dumb – this is not for me. Or ?...

14. Simple Version: Take some good notes!
Growth Mindset by Hye Lim

15. Growth Mindset
Growth Mindset Introduction: What it is, How it Works, and Why it Matters
 by Trevor Ragan

16. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Values effort?
Reaction to Failure?
So what are the consequences? They affect the goals students have, how they view effort, and how they respond to failure and setbacks.
Blackwell, Trzesniewski, & Dweck 2007

17. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Values effort?
Reaction to Failure?
For students with a fixed mindset, their goal in school is to show how smart they are, or hide how dumb they think they are. This makes sense right? If you think you’re just born smart or dumb, you want to make sure you show you’re smart. So this makes them much less likely to ask questions in class, or seek out help from peers or teachers because that would involve showing they don’t know something.
Blackwell, Trzesniewski, & Dweck 2007

18. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort?
Reaction to Failure?
Students with a growth mindset on the other hand have the goal to learn, so they’re more likely to ask a question if they don’t understand, or to seek out help or try a new strategy if they are struggling.  
Blackwell, Trzesniewski, & Dweck 2007

19. Goals Looking smart is most important:
“The main thing I want when I do my school work is to show how good I am at it."
Learning is most important:
“It’s much more important for me to learn things in my classes than it is to get the best grades.”
Fixed mindset
Growth mindset
Goals?
Look Smart
Learn
Values effort?
Reaction to Failure?
Students with a fixed mindset are more likely to agree with...
“The main thing I want when I do my school work is to show how good I am at it.
Whereas students with a growth mindset are more likely to agree with…
“It’s much more important for me to learn things in my classes than it is to get the best grades.”
Blackwell, Trzesniewski, & Dweck 2007

20. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort?
Reaction to Failure?
What about effort? Students with a fixed mindset actually see effort as proof of low ability. They think that if you have to try hard that means you aren’t very smart.  
Blackwell, Trzesniewski, & Dweck 2007

21. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort? No
Reaction to Failure?
Whereas students with a growth mindset see effort as how you grow your abilities.
Blackwell, Trzesniewski, & Dweck 2007

22. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Students with a fixed mindset are more likely to agree with…
“To tell the truth, when I work hard at my school work it makes me feel like I’m not very smart.”
Blackwell, Trzesniewski, & Dweck 2007

23. Value of Effort Effort is negative:
“To tell the truth, when I work hard at my school work it makes me feel like I’m not very smart."
Effort is positive:
“The harder you work at something, the better you’ll be at it.”
Fixed mindset
Growth mindset
Goals?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Whereas students with a growth mindset are more likely to agree with...
“The harder you work at something, the better you’ll be at it.”

24. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Responses to failure - Fixed mindset students tend to have a helpless response to failure or struggling with something they don’t immediately get. They give up because they see setbacks as evidence they ‘don’t have what it takes.’
Blackwell, Trzesniewski, & Dweck 2007

25. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Give Up
Students with a growth mindset are more likely to work harder in response to a failure.
Blackwell, Trzesniewski, & Dweck 2007

26. Consequences of Beliefs
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Give Up
Work Harder
When students were asked how they would respond to failing a test, students with a fixed mindset are more likely to agree with these statements...
“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.”
Blackwell, Trzesniewski, & Dweck 2007

27. Response to Failure Helpless
“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.”
Resilient
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”
Fixed mindset
Growth mindset
Goals?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Give up
Work Harder
Whereas students with a growth mindset are more likely to agree with…
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”

28. Consequences of Mindsets
Fixed Mindset
Growth Mindset
Goal in School?
Look Smart
Learn
Values effort? No
Yes
Reaction to Failure?
Give Up
Work Harder
Achievement
Lower
Higher
Students with a fixed mindset tend to show declines in their performance over time, particularly when they transition to a new environment such as from elementary to middle school or middle school to high school.
Students with a growth mindset typically show increases over time.

29. What about MISTAKES!??? Mistakes - To Get Better You Have to Get Ugly

30. How do you change a fixed mindset to a growth mindset? Getting Gritty

31. Mini- Quiz: Mindset What are the two types of mindset we studied?
How can I change this sentence, I can’t do this, into a growth mindset?

32. The Happiness Project: The Power of Positivity

33. The Habit of Positivity
TEDxBloomington - Shawn Achor - "The Happiness Advantage: Linking Positive Brains to Performance"
:10 – 3:01
5:23 – 6:25
7:36- 8:30
9:15- 11:07
11:07 – end

34. Positive Psychology
You have a choice – you decide what to focus on Example – Baby Unicorn! vs. Ouch! The lense you use to view the world shapes your reality Your outlook shapes your happiness – not the opposite.

35. Happiness Project Happiness Project Multiple Intelligences
Using your Strengths
Neuroplasticity
Using your Attention & Focus to Change your Brain
Mind Set
Growth Mindset vs. Fixed Mindset
Positivity
Positive Psychology: Happiness is a skill

36. Science of Happiness
Only 10% of long term happiness is dependent on external world
90% of your happiness is dependent on your outlook

37. Happiness Leads to Success
Happy = Success, not the opposite
Happiness Advantage
Brain positive in the present =
Intelligence
Creativity
Energy
Every single outcome improves
Positive Brains are
Better, faster, more accurate – than negative, neutral or stressed.

38. Rewire your Brain for Happiness through Positivity
Create lasting, POSITIVE change
21 days in a row
3 gratitudes
Journaling
Exercise
Relaxation exercises
Random Acts of Kindness

40. Habits of Mind Passive Vs. Active
Positive Change – happens when you make it important
Change process is simple, but not easy
Start small – impact is exponential
How do you talk to yourself? What patterns do you see?
Jessica’s daily affirmation
Carole King: Beautiful

41. Pruning Out Dead Weight
Negative self talk: WMDs – Worry, Misery, Doubt – weapons of mass destruction. Tossing out the WMD’s – Negative thought patterns.

42. Day 23: Getting into the Habit
Re-wiring our brains takes Self-COMPASSION, PATIENCE, And an absolute dedication to FOCUSING ON THE POSITIVE

43. Small Changes that Work Big
Stop negative
self-talk
Toss words like “always, never,” – they are toxic!
Focus on what is going right

44. Celebrating Small Steps
Shamu

45. Changing Focus Focus on what you want more of
Its impossible to make mistakes 24/7!
Notice the “little” everyday things that are going right
Practice, practice, practice – 10,000 hour rule

46. To Start:
Neuroplasticity & Positivity: Reward the habit or pattern you want and ignore the habit or pattern you do not want Approximations: Reward the small steps involved in learning an entirely new, larger habit or pattern Incompatible habit or pattern: To get rid of an old habit or pattern, replace it with a new, positive habit or pattern that fills the same need

47. + + = Mind + Body Connection Your brain needs physical exercise
Your brain needs sleep
Your brain needs good nutrition =

48. Recap Many ways to be smart – everyone has all of them
Brain changes in response to what you make important
Positivity increases learning
Negativity decreases abilities
Brain and body are connected – exercise, sleep and nutrition are vital for the brain to work at its best
Simple, not easy
Have to have a plan

49. Wise words…
Mindshift-

50. End of Unit Foundation. Time to practice!

51. The Plan Create a Bullet Journal Decide what it is you want
Break down big goals into small ones
Decide what you have to stop and start
Triggers – notice, record, be mindful !
Plan a different thing to do that satisfies the same need
Need at LEAST 21 days, but we are going for longer
Process – have compassion for yourself
Drop the negative self talk
Relently focus on the positive in yourself, no matter what

52. Recognizing Greatness When you See It