Ascd Mindset-2015

Innovate Title 1 Teachers with Fresh Mindsets: Building Achievement from Within

Eric Jensen, Ph.D. [email protected]

7 Fresh Mindsets That Boost Student

Achievement

Q: “Have you ever tried to change another’s

way of thinking about something?”

Our Agenda

!! Define & Introduce 7 Key Mindsets

!! Share Specific Mindset Changing Tools

!! Closing (where to get PPTs and handouts)

1. Gratitude: What am I most grateful for in my life? 2. Optimism: What am I most looking forward to?

ü  Point of view ü  Frame for thinking

about one’s capacity and limitations

ü  Decision-making criteria ü  Set of beliefs that

guide thoughts and actions in a specific area

Our Mindsets Are…

Dr. Dweck’s work was both predictive and explanatory

using attribution theory research

Ask, “Who is familiar with Mindset

theory from Dweck?” Show of hands

Then say, “We got, 50, 60, 70, 80%”

1. All of us fail, but what we do after we fail is what usually determines our future success. 2. If we attribute our failures to others, luck, circumstances or genes, we’ll likely struggle. Those are not in our control. 3. But if we emotionally own the results of the outcome, we can succeed. 4. When we attribute our failure to lack of effort, lack of ideal attitude or the use of a poor strategy, then we have locus of control and a chance to succeed.

The driving Q in mindset research is simple: “Do I (or do I not) have influence over the outcomes in my life?”

Why Mindset Research is Relevant to Title 1 Schools

Background 0- 30 Doo-doo 30+ Cofounded academic enrichment program (SuperCamp) with over 55,000 graduates worldwide B.A. English, MA.. Org. Dev. And Ph.D. Human Dev. Neuroscience advocate: First “brain book” The Learning Brain (1994), authored 28 books

Personal Mindset Changers ü Mentors (I had to see it to believe it

was possible) ü Personal experience (I had to do it so

I knew it would work) ü Company (I had to change the types of

people I spent most of my time around) ü Reflection (reading, writing & thinking) ü Coaching (by highly competent others)

Mindset Tool: Share a personal story to help

others understand that mindsets can and do change

[email protected]

Invite Mindset Shifts with Poverty in Mind

Mindset Change Resources ü  Mindset (Dweck) ü  Change Anything (Patterson, et al.) ü  Nudge (Thaler & Sunstein) ü  Switch (Heath & Heath) ü  Influencer (Patterson, et al.) ü  Redirect (Wilson)

Fixed Mindset

Ø IQ is a fixed, permanent trait Ø Looking smart is

important to me Ø Effort is negative

and shows I don’t “have what it takes”

Ø  IQ is a malleable and it can be developed

Ø Being a learner is more important

Ø Effort is a positive, since I have control over how much I apply

Growth Mindset

How Does Your Staff “Frame” the Challenge of Succeeding with Students From Poverty?

a)   All in: Everyone is committed to 100% of our students succeeding

b)  Sympathy: Most care and feel sorry for the poor

c)   Compliance: Most are sure we can help and try to make it happen

d)  Indifference: It is the poor’s problem to succeed in life

Identify Your Staff: Say the % of Staff in Each Circle

Fixed Mindset w/ Struggling

More Negative

than Positive

Average: Some of

Each

Strong: Mostly

Positive

Positive Growth Mindset

What’s Your Staff Mindset?

Fixed/Stuck Growth

1 2 3 4 5 6 7 8 9 10

Your Own Staff #?

Mindset Tool: Help you staff quantify the extent of the situation, then

discuss the numbers

Differing Mindsets Activate Different Reward Areas in Decision-Making

Bhanji, J.P. & Beer, J.S. (2012). Taking a different perspective: mindset influences neural regions that represent value and choice. Soc Cogn Affect Neurosci. 7, 782-93.

Fixed Mindset : After a Failure ! I feel helpless ! I’ll avoid future tasks like this ! I just don’t have the “it” so more effort won’t change results ! If need be, I’d consider cheating

! I feel in control w/ renewed energy ! I’ll learn from my mistakes to improve !Effort is a positive; I have control over how much I apply ! I can learn this with better practice.

Growth Mindset: After a Failure

#1: Ownership of P & S #2: Poverty Changes Brains #3: Empathy #4: Brains Can Change #5: Teachers are the SGD-M #6: No Excuses: I CAN do this #7: Fierce Urgency

7 Mindsets to Foster

25

Chose which of the 7 mindsets you believe is most important

to you Now turn to your neighbor and tell

them WHY it is important

#1: Ownership (poverty is whose problem?) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)


27

Almost 500 students will drop out of school

in America during the time it takes for this short session

Mindset Tool: Provide a shocking “wake-up

call” to illustrate how serious the issue is

What are the Strongest Correlations of Poverty and Where Do We Have the

Strongest Influence to Change it?

#! More marriages have children > age 20

#! Better Federal/State economic and social policies #! Graduate job or college ready

education from staff like you $ SOURCE: US Census Bureau (2010), American Community Survey (2005 – 2009)

The Higher the Bar, the Greater the Correlation with Poverty

70%

60%

50%

40%

30%

20%

10%

0%

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Men (Ages 25-54) Are Dropping Out of the American Workforce

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eb 6

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1 in 20 Was Non-

Working

1950 2012

5%

Today 1 in 6 is Not

Working

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Help Students Develop Empathy, Listening Skills & Conflict Resolution

These are key indicators of quality relationships

San

dhya

, (20

09),

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lweg

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. (20

10

1) Stop, intimidate or ignore the behavior

2) Redirect the behavior; engage more & control less

3)  Teach the new preferred behavior to all students

Teach Social-Emotional Skills

Comparing % Odds of Graduation for Poor vs. Non-Poor (Nationally)

K 1 2 3 4 5 6 7 8 9 10 11 12

100 90 80 70 60 50 40 30 20 10

70

90%

50%

Ripple &

Luthar, 2000; Palardy &

Rum

berger, 2008

Less in the Workforce = Less Taxes into the System Who is Going to Save Our Country, Your Job and Your Retirement?

You Are!

Mindset Tool: Bring the problem SO CLOSE to the personal lives of your

staff, it is impossible to ignore

Where Do We Have the Strongest Influence to Change

Poverty in America?

#! More marriages change the trend

#! Federal/State Policies not going to happen

#! Graduate job or college ready make it your mission $

SOURCE: US Census Bureau (2010), American Community Survey (2005 – 2009)

Every Classroom Action Can Contribute to College/Job

Readiness and Social Skills

Can we count on you?

Ownership Decision Do you believe that teachers have any affect on graduation rates or social skills? Check box below:

q  YES q  Maybe q  NO

#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)


42

Predict: Can Poverty Influence Vocabulary and Cognitive Skills?


How are kids from low SES typically different than those from

middle or upper class?

Acute/Chronic Stress

Thinking/Decision-Making Less Emotional Support

Language Influences Cognition

(Bracey, 2006)

Toddlers from middle and upper income families actually used more words in talking to their parents than low SES mothers used in talking to their own children.

Early Language and Low SES

12 24 36 48 Age of Child (In Months)

Cum

ulat

ive

Wor

d Ex

posu

re

(In M

illio

ns)

26 Million Words

Middle SES

13 Million Words

Low SES

45 Million Words

High SES

Hart, B

. & R

isley, T (1995) Meaningful D

ifferences in the Everyday

Experience of Young A

merican C

hildren. Paul H

. Brookes P

ublishing Co.

Brains of Lower SES are Different than those from Higher SES

Noble KG, Norman MF, Farah MJ (2005) Neurocognitive correlates of socioeconomic status in kindergarten children. Dev Sci Jan;8(1):74-87

Areas include those responsible for working memory, impulse regulation, visuospatial, language and cognitive conflict

!! Stress (on/off) is healthy for us!

!! Distress (chronic) is toxic to brain/body!

!! Reality: Poor children are exposed to: 1) more intense and longer lasting stressors, and 2) have fewer coping skills than their higher SES counterparts.

Evans, G.W., Kim P. (2007) Childhood poverty and health: cumulative risk exposure and stress

dysregulation.

Can Environment Influence IQ?

McE

wen (2012) The E

nd of Stress A

s We K

now It.

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We revert to our strongest habits under stress. When change is needed, lower the stress, make a new habit, then practice it!

With Greater Stress… Flexibility Drops and Old Habits Prevail

Poverty Impedes Mental Function

The consuming cognitive load, or “mental bandwidth” is overloaded, for most poor

This translates into: 1) stronger tunnel vision, 2) less likely to resist what you should 3) more likely to forget things, 4) You have less patience, 5) more reactive; act first, think later, 6) losing up to 13 IQ points from acute or chronic stress

Mani A, Mullainathan S, Shafir E, Zhao J. (2013) Poverty impedes cognitive function. Science. 341, 976-80

“Gaudy Goals” Are Jaw-Dropping

Decision about Mindset Do you believe that the experience of poverty changes one’s brain? Check box below:


More Help… Handouts and web download

LINK at Booth #205 “Jensen Learning”



61

MINDSET #3: Empathy! (Kids did not choose their parents, their income level or upbringing)

the SYMPATHY by Comforting of Underachieving Students

Evidence show that teachers who console underperformers by saying…

1.  “Bless his/her heart.” 2.  “Plenty of people have trouble in this.”” 3.  “You have other strengths.” 4.  “Not everyone is cut out to pursue a career in this field.” Are a strong demotivator of excellence!

Rattan, A

. Good, C

. and Dw

eck, C., (2012) N

ot Everyone C

an Be G

ood at M

ath. Unpublished (in review

). Contact: e-m

ail: [email protected].

Teachers who criticize, yell, hold negative attitudes and use sarcasm as classroom discipline will activate the fear and stress areas of the student’s brain.

Of all the things researchers have discovered about the value of quality relationships, one of the most surprising is that they are strong mediators of stress. Good relationships diffuse stress and make your life easier.

Relationships Can Lower Stress; How Well Do You Connect?

Miller-Lewis LR, Sawyer AC, Searle AK, Mittinty MN, Sawyer MG, Lynch JW. (2014) Student-teacher relationship trajectories and mental health problems in young children. BMC Psychol. 12, 27.



73

Tell Students (and Staff) Explicitly that “Brains Can Change and You Are NOT

Stuck Where You Are At Now.” OLD Fixed/Comfort Feedback: “I want to assure you that I know you are a talented student in general… it’s just that not everyone is a “math person.” NEW Strategy Feedback: “I want to assure you that I know that you are a talented student in general. “I’ll help you change your study strategies and work to find you a tutor. I’m going to make a point to call on you more in class and give you more challenging math tasks. I really care about your success, so let’s stay in contact about how you’re doing in the class.”

Math, Middle School & Mindset… Growth Mindset Group Learned

They Could Change

Blackwell, L.S., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78. 246-263.

0 6mos. 1year 2 years

Peter H

uttenlocher, (2002) Neural P

lasticity

Student on (R) had reading issues diagnosed in kindergarten (top). Note differences in brain activity from intensive reading skill building in 1st grade (bottom).

Simos, et al., 2002)

Reading Changes the Brain in Just (9 Days @ 30 min. per day)

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Red dots show new areas of white matter connections which last!

Myth: IQ is Fixed and Does Not Change Reality: Many Factors Can Change IQ

Heritability of IQ Varies

Middle & Upper Income Parents

Lower Income Parents

60-80%

< 10%

100 90 80 70 60 50 40 30 20 10 0

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Mindset Tool: Share compelling and

irrefutable science showing brains can change

Do Brains Change? Do you believe that all brains can change under the right conditions? Check box below:


#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses (at all) #7: Fierce Urgency (time running out)


97

Smarter Teaching is Critical! Make a Prediction: Which of the

Following Worked Best?

1. “That’s really a good score; you must be smart at this.”

2. “That’s really a good score.” 3. “That’s really a good score, you

must have tried really hard.”

How You Praise Students Can Influence their Test Scores Mueller C

M, D

weck C

S. (1998). P

raise for intelligence can undermine

children’s motivation and perform

ance. J Pers S

oc Psychol. 75,33-52.

Qs

corr

ect o

n Fl

uid

IQ te

st

1

2

3

What are Effect Sizes?

0.00 or less = Negative effect 0.00 – 0.20 = Negligible, unclear effects 0.20 – 0.40 = Small-moderate effects 0.40 – 0.60 = Very strong effects 0.60 – 2.00 = Extreme effects

These are just one way of understanding the value of educational/classroom factors. There are others.

Effect size is a standardized measure of the relative size of the gain (or loss) of an intervention.

Smarter Teaching is Critical! Make a Prediction: Which of the

Following Worked Best?

1. “Way to go!” 2. “Good job.” 3. “You are so awesome!”

Which of these two have a better effect on student achievement?

A.! “Good job.” B.! “I like that you refused to give

up. That extra effort will likely help you get that job you want.”

Wondering How to Improve Your Chances for Student Achievement?

1.! “Good job.” = 0.11 2.! “I like that you refused to give

up. That extra effort will help you succeed and maybe get that job you wanted.” = 1.42

Mindset Tool: Link a student result

to a prior or future choice (effect size = 1.42 huge)

Attribution Theory Says! •! Link the behavior to something you did in

the past so you have a reason to do it again. •! Link the behavior to a factor in the present •! Link the behavior to a probable future

outcome, so you have a strong reason to do today’s behavior.

•! HINT: Many students typically miss the links. When teachers do this, the effect size is huge.

Dw

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Attribution Training: Linking Success to a Particular Factor

Most teachers miss this key strategy. The effect size, within a specific area, is a huge 1.42 (over 2 year’s worth of progress).

Dw

eck,

C. S

. (19

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What is the Research that Mindsets are Relevant and Significant?

Magen, E., Kim, B., Dweck, C. S., Gross, J. J., & McClure, S. M. (2014). Behavioral and neural correlates of increased self-control in the absence of increased willpower. Proceedings of the National Academy of Sciences of the United States of America, 111(27), 9786–9791.

For example, ask your staff this question, “Do you want to do the same lesson plan now and have kids struggle again tomorrow, or do you want to change this lesson now and enjoy student success tomorrow?”

Mindset Tool: Using a present-to-reframed-

future contrast (effect size = 0.45 moderate)

What Would it Take for You to Have High-Achieving Students?

Mean

34.1% 34.1% 13.6% 13.6% 2.1% 2.1%

1 SD = effect size 1.0

The mean is the average; an effect size of 1.0 = 34 point percentile change in scores

+1 +2 +3

-1 -2 -3

Mindset Tool: Let your staff or students say the correct answer

An Elementary Teacher RE, is a 5th grade teacher, at Hobart Public Elementary, in LA, CA. He uses the arts to teach and his students put on a Shakespeare play each year. He is the only teacher to ever receive the National Medal of Arts. Most all of his kids are ELL immigrants and poor. Yet they consistently score among the top in the district and go on to college.

A Secondary Teacher WH is a 6-7th gr. English & writing teacher at a Title 1 school in New Orleans (av. income is $15k/yr. in her zip code). Her 6th graders beat all district and state averages and got 3+ years of growth in writing in one year.

Students with Strong Teachers Rose Two Full Standard Deviations, Erasing ALL the Academic Effects of Poverty!

10-Yr. Effects of Low vs. Highly Effective Teachers on State Test Scores

Mindset Tool: Allow staff to see real data that is visually compelling

and highly relevant

MINDSET #5: Teachers are the Single Greatest

Difference-Maker in Student’s Lives

Q… •  “How many have heard of a student

that struggled with one teacher, yet thrived with another?

•  TTYN and say…

•  “Teachers make the difference!”

Do Teachers Matter? Do teachers contribute to student to achievement? Check box below:




120

Guess the % of Students That Graduate From This Public School

and Go on to Attend College % from Poverty = 100% % Hispanic = 59% % Asian = 20% % African Am. =13% % White/other = 6% (Grades = 7-12)

You Pick an Answer…

Question is, “What % of the seniors of this 100% poverty high school, will go on to attend college?

a)  18% b) 29% c)  42% d) 77% e)  96%

Visualize This School…

•  100% of kids are on free & reduced lunch.

•  96% begin with reading skills below grade level.

•  The neighborhoods are so dangerous, parents requested extra security for the student's transit. •  100% of the kids are in the highest known risk population in the country for dropping out

What % Of Graduating Seniors at This All Male Public Urban High

School in Chicago Attend College? a)  44% b)  67% c)  78% d)  85% e)  100%

Urban Prep Academies Typically Graduate and Send 100% to College

100% Graduate for 4 Straight Years, Yet…

Is this the Real deal? Follow-up by Chicago Tribune and the school staff reported 83% college retention rate; over double the national average.

Mindset Tool: Share real schools with difficult situations that are succeeding

Q: Can you do what it takes?

A: Here are 2 HUGE Things You Can Do ASAP to Boost Achievement…

Show Empathy w/ Relationship Builders to Jumpstart the Long-term Process ü  1 and Done

Do 1 favor or connection or show of empathy SO powerful, students remember it

ü  2’ for 10 Invest 2 min./day for 10 consecutive days with a student most “needing” a connection

ü  3 in 30 Discover 3 things (other than a name) about every student you have in 1st 30 days

Build Cognitive Skills that Will Jumpstart Better Achievement

ü  Writing Skills

ü  Reasoning Skills

ü  Working Memory

ü  Reading Skills

ü  Vocabulary Building

Mindset Tool: Share high-value tools, then show staff HOW to use them,

then affirm the value

Meta-Analysis on Working Memory Effect Sizes

•  Greatest effects in younger (<10) children = 1.41

•  Immediate effects = 0.72 – 0.84

•  Computer work = 1.18

•  Extensive training regimen = 0.94

Melby-Lervåg M

, Hulm

e C.(2103). Is w

orking mem

ory training E

ffective? A meta-analytic review

. Dev. P

sychol.49, 270-91.

Say… “Do” (as in “Do this…”) Say… “The” Say… “Best” Say… “Daily” Say… “Rhythm” Say… “Racecar”

Memory Warm-up

Working Memory Practice (Create 2 or more words from each)

•  ATR •  TAE •  TPO

Say… “So” (as in “So what…”) Say… “Eat” Say… “Slow” Say… “Fresh” Say… “Squash” Say… “Rotator”

Memory Warm-up

Working Memory Practice (Create 2 or more words from each)

•  WNO •  TPA •  AER

Ask the Q:

How many had successful partners,

getting at least one new word from the 3 letters given?

Mindset Tool: Start with small success builders, affirm and grow

High-Performance Activities q  Buy-in q  Meaningful Goals/Evidence of Learning q  Interdependency q  Quick Initial Learning Curve q  Increasing Challenge & Complexity q  Quality Feedback q  Apply 10+ Min/day.3-5x/Wk. for 8-12 Wks.

Mindset Tool: We are Influenced by Others (Use it!)

How many of you here today think you could either: •  1) strengthen relationships better? OR • 2) Build cognitive capacity? with a little practice?

Asch, S. (1995). “Opinions and Social Pressure.” In Readings about the Social Animal, ed. Elliot Aronson, NY: WH Freeman

Mindset Tool: Ask for a show of hands

to show and build peer support

Can I Do This? Do you believe that you have the capacity to do either of these two activities: build relationships or build WM? Check box below:


Mindset Changer Tool •  The previous slide has been used multiple

times. •  It is called an “identity nudge” and it

nudges one’s identity towards the mindset you have.

•  Notice it was done in increments over an hour, not all at once.

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7 Mindsets for Success

147

The “Normalcy Bias” Can Be Very Dangerous

This Principle says, “Expect the Future to Be Similar to the Past.” Big Mistake:

The Trend is NOT our Friend!

Ø What is the current state of incoming revenue at the federal level?

Ø In other words, where will the money come from that is needed to pay school bills or pay for your retirement?

Here is 2014 Federal Budget

Here is 2024 Federal Budget

No money for these

11%

Source: (2012) Congressional Budget Office

Predicted Revenues

Day of Reckoning Balance the Budget Cut Most Services Raise Taxes Print Money & Inflate

Source: (2012) Congressional Budget Office

$60K 50K $40K $30K $20K

Median Annual Male Earnings Have Dropped by 66% Since Peak in 1975

The Sinking Middle Class

1964 1974 1984 1994 2004 2014

How Technology Has Altered the Job Market in the U.S.

145K Jobs in

1990

13 Jobs

in 2012

13 Jobs

in 2012

For 150M Customers

For 250M Customers

!!Customer serv. outsourced !!websites for purchases !! travel sites for booking !! kiosks at airports !! casino avatars !! self-driving vehicles

(cars, taxis, limos & trucks)

Multinationals Created Jobs Overseas and Reduced Domestic Staffing ($3M)

US JOBS LOST = GREEN

OVERSEAS JOBS CREATED = BLUE

2000 2002 2004 2006 2008 2010

Men (Ages 25-54) Are Dropping Out of the American Workforce

SO

UR

CE

: WS

J, F

eb 6

, 201

4

1 in 20 Was Non-

Working

1950 2012

5%

Today 1 in 6 is Not

Working

17%

% of Total Children Born in High-Risk Environments Increases Each Generation

1st 2nd 3rd 4th 5th 6th 1910 1930 1950 1970 1990 2010

10%

25%

SO

UR

CE

: US

Census (2010)

Generation

State by State, % Poor in Public Schools National Average is now 51%

Do You Understand What is Happening in Our Country OR

Do You Have Your Head in the Sand?

We have, collectively, less than one generation

to turn this country around. We know what factors ensure

that kids graduate. We must ensure every single student graduates either job ready or college

ready or you will not recognize the country you live in now.

My Gaudy Goal: 100% graduate from high school

“job ready” or “college ready”

Mindset #1 MINDSET #7:

The Fierce Urgency of NOW!

Mindset Tool: End with urgency and commitment to change

Student Achievement: Urgent Decision

Is there anything that suggests a mindset of urgency in building STUDENT ACHIEVEMENT? Check box below:


#1: Ownership (everyone’s problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses (I CAN do this) #7: Fierce Urgency (time running out)


165

Our Agenda

ü  Define & Introduce 7 Key Mindsets

ü  Share Specific Mindset Changing Tools

ü  Closing (where to get PPTs and handouts)

1.   Personal experiences (past or new, used to reactivate or initiate a new causality)

2.   Nudges (e.g. micro steps, increase control, cultural, rituals, events, posters, systemic, etc.)

3.   Resource Changes (time, money, support, etc.) 4.   New information (give time to reflect, process,

share and make new, informed choices) 5.   Social Pressure (“We’ve got 29 of 32 staff using

this strategy. Let’s get 100% by Friday.”) 6.   Reframing/Attribution (change causality,

“Here’s WHY it happened that way.”) 7.   New narrative (new story, new identity, “Who we

are this year is...”)

7 Ways to Change Mindsets

My Next Step…

1.   Agree on a clear, personal path 2.  “Buy-in” from yourself on the idea 3.   Commit to implementation

A – B – C

Thank You!

169

It's been a privilege to serve you. Safe travels!

Handouts and web download LINK at Booth #205

Ascd Mindset-2015

Education

Transcript of Ascd Mindset-2015