1. Rock Brain or Sponge Brain
Developing a Growth Mindset in Students

2. What do high performing countries do?
Singapore Math Framework
Because so many students struggle with math, I started looking for success stories from around the world. It’s no secret that Singapore is at the top in math achievement in the world. Here is the framework they use for their math curriculum and instruction.
What strikes you about this framework? What do you see that maybe seems unusual to you about the way to teach math?

3. What’s so unusual about that?
Perseverance
Confidence
Responsibility
Conscientiousness
Resilience
Optimism
Mental contrasting
Positive psychology
Cognitive flexibility
Cognitive self-control
Problem solving
So what’s so interesting about these components, the attitudes and metacognition, is that people are just now figuring out, in this country, that these things, which can’t be measured on a standardized test, are as important as procedures, skills, and knowledge.

4. What does this sound like in the classroom?
Image: Creative Commons:
So how can we develop these traits in our students? How can we give them these all important character traits that will help them to succeed in life, but that won’t be found on any state standards or standardized test? What do you think? What are your ideas in how to develop those non-cognitive skills that lead to success.
These are all great ideas. And research has demonstrated that unlike IQ, or eye color, or height, or anything you are born with, we actually can develop these traits in our students.

5. fixed mindset I get embarrassed if I have to work hard.
If I make mistakes, people will think I’m dumb.
I’mI’m just not good at certain things.
Being smart means doing things quickly and easily.
Image: creative commons
That is, once you start to look at achievement gaps from the perspective of the student, not from the perspective of the education reformer, then a different picture can start to emerge.
FILL IN THE BUBBLES. WHAT DO YOU HEAR FROM YOUR STUDENTS WHEN THEY MEET A CHALLENGE AND WANT TO QUIT?
Here’s a student who, at some level wants to learn and, to some reasonable extent, has the skills and the resources to learn. Even when instruction is excellent or at least adequate, he still may not learn if there are psychological barriers that prevent him from taking advantage of it. If he has doubts about his academic potential – wondering “maybe I don’t have what it takes.” If he gets critical feedback on an essay and wonders “maybe my teacher is biased.” Or if he looks around the college campus and wonders “maybe I don’t belong here.” Each of these can cap motivation. As such, even when the objective school environment, to some extent, affords opportunities to learn, a student may not achieve unless these barriers are removed. Said another way, sometimes students have it in them to learn and succeed—they have the skills and the motivation. What they need is to feel safe in the college environment--to know that it is safe to put forth their best efforts and trust that those efforts will be rewarded.

6. growth mindset I worked really hard for that grade; I’m proud of it!
I want to learn new things, even if I’m not perfect at the beginning.
I can learn new things if I work hard, get help, and don’t give up.
It’s no fun to be wrong. But what can I learn from this?
Imgae: Creative Commons
is, once you start to look at achievement gaps from the perspective of the student, not from the perspective of the education reformer, then a different picture can start to emerge.
Here’s a student who, at some level wants to learn and, to some reasonable extent, has the skills and the resources to learn. Even when instruction is excellent or at least adequate, he still may not learn if there are psychological barriers that prevent him from taking advantage of it. If he has doubts about his academic potential – wondering “maybe I don’t have what it takes.” If he gets critical feedback on an essay and wonders “maybe my teacher is biased.” Or if he looks around the college campus and wonders “maybe I don’t belong here.” Each of these can cap motivation. As such, even when the objective school environment, to some extent, affords opportunities to learn, a student may not achieve unless these barriers are removed. Said another way, sometimes students have it in them to learn and succeed—they have the skills and the motivation. What they need is to feel safe in the college environment--to know that it is safe to put forth their best efforts and trust that those efforts will be rewarded.

7. Time to Process: Rock Brain vs. Sponge Brain Sort
1 min: Participants work in groups to sort the characteristics of growth and fixed mindsets

8. Images: Microsoft clip art and Mindset Works GEMS
Where do we start?

9. We can start with our own core beliefs. http://community. mindsetworks
Image:
Self-evaluation of your mindset

10. Developing Student Agency
Malleable Intelligence Study
1 min We can’t control the messages that students receive from their teachers, their parents, and society in general. So the researchers wanted to know, is there another way to change mindsets? How can we develop student agency, so that students believe they have control over their own learning? This is where the neuroscience comes in.
Not just learning about the brain per se, but learning about the malleability of the brain (or how the brain grows/gets stronger/changes with effort and practice) is the key. The brain’s communication network is vast, and it can grow and develop stronger connections when we take on challenges.

11. Learning about the Brain
When students learn that the brain literally
changes with practice,
it affects their motivation and ultimately, their achievement.
2 min

12. If you think you can catch the bus, you’ll run for it.
Image: Creative Commons
Photographer:
BRUCE DALE/National Geographic Creative - royalty free, rights managed
Photographer:
BRUCE DALE/National Geographic Creative

13. a fixed mindset and what the effect
How do you think a fixed mindset, a rock brain, might have held you back?
performing arts
relationships
career growth
academics
exercise
sports
fine arts
2 min turn and talk
In 1 minute, tell your neighbor a story about an area where you have had
a fixed mindset and what the effect
of that has been.

14. Research Question: What is the effect of praise on mindset?
Image: stolen from
Research: students praised for effort rather than results are more willing to accept challenges.

15. Growth mindset ways to challenge, praise, and encourage learners
When students succeed with little effort:
When students succeed as a result of effort:
When students face disappointment or failure:
“It’s great that you have that down. Now we need to find something a bit more challenging so you can grow.”
“We are ready to raise the bar for you now so you can keep learning new things.”
“I am so proud of the effort and work you put in to get to this result. I know it wasn’t easy. Are you proud of yourself?”
“Think back to how challenging this was when you first started. Look at all the progress you’ve made!”
“When you think you can’t do it, remind yourself that you can’t do it yet.”
“I know this is hard. That means you are about to learn! I’m proud of you for not giving up. I really admire your persistence.”
Here are some examples of alternative ways to challenge, praise, and encourage students that will focus them on learning, strategy, and perseverance.

16. Praise Effort Over Results
Praise effort and process, not results: “You did great on that. You must have worked really hard.” Nurture a culture that tolerates risk: “We value taking on tough challenges more than we value easy success.”

17. Praise Effort Over Results
Instead of displaying only finished student work, post work in progress or drafts so students can see how work evolves with effort and feedback.

18. Frame Mistakes as Part of the Learning Process
When introducing new material or setting a learning goal, say something like: “After you do this lesson, I’m going to ask each of you to share a mistake you made while doing your work, because mistakes can help us learn.”

19. Specifically Reward Effort and Process
Create a grading rubric focusing on effort or process in addition to one focusing on outcomes.

20. Think of the Brain as Something That Grows
Work with your students to create posters or other reminders that the brain, like a muscle, grows and gets stronger with effort.

21. Communicate High Expectations
As part of written feedback to students (especially those who are underperforming), explicitly communicate high expectations: “I’m giving you these comments because I have high standards, and I know that you can meet them.”

22. Give students the language

23. Working Toward a Growth Mindset Classroom
Discuss the following questions with a partner or in small teams:
If you decided to do more to encourage growth mindset, sponge brain, among your students
Which of the practices we just discussed would you want to try in your classroom? Why did you choose this activity?
How would you put it in place or get started?
What will your immediate next steps be?
What’s something that’s not on this list you would do? Why?
Turn the blanket.
Debrief: Was it hard? How did your learning change in the process?

24. How do we change mindsets?
Reflect on our own beliefs.
Tell our own stories.
Ask for their stories.
Teach the science.
Finally, we can teach the science. Teach them the examples, from ‘research lite’ just like that article on brain science that Carol Dweck used in her experiments, to convince them of this malleable intelligence idea. This is what the brainology program does. This is what I do with my daughter. I relate anecdotes about how it is scientifically proven that intelligence is malleable. New technological advances have made it possible to see inside the brain like never before. This is giving kids the keys to the kingdom.
Science:
Other photos by Janna Peskett
First photo needs replacement.

25. Lesson Plans https://www.mindsetkit.org/practices/kafmvWXCPswPrsVu

29. Create a classroom of sponges!