DNA Is NOT YourDNA Is NOT YourDestinyDestiny

Dr. Carol Fletcher Dr. Carol Fletcher Associate DirectorAssociate DirectorTRC, UT AustinTRC, UT Austin

Presented at the Equity and Social Justice ConferenceAugust 10, 2012Pflugerville ISD

Session ObjectivesSession ObjectivesOverview fixed and growth Overview fixed and growth mindsetsmindsets

Explore how mindset influences Explore how mindset influences student effort and achievementstudent effort and achievement

Practice strategies for making Practice strategies for making students aware of their mindset students aware of their mindset and moving them closer to a and moving them closer to a growth perspectivegrowth perspective

Flashback Flashback

What is the What is the Message?Message?

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Elbow partner - What message would Elbow partner - What message would your students glean from this video? How your students glean from this video? How do your students view failure?do your students view failure?

Brief group shareBrief group share

Aim To Grow Your Brain by Joanne Aim To Grow Your Brain by Joanne BillingsleyBillingsley

Listen and see if you have had a “Teddy” Listen and see if you have had a “Teddy” in class beforein class before

For these students, effort and For these students, effort and ability are inversely proportional. ability are inversely proportional. In their minds, if a task is difficult In their minds, if a task is difficult and requires considerable effort, and requires considerable effort, students assume than they lack students assume than they lack some innate (genetic) ability.some innate (genetic) ability.

Have you taught a student like “Teddy” or Have you taught a student like “Teddy” or “Derek” before?“Derek” before?

What if these students knew...What if these students knew...

Your DNA is NOT your DestinyYour DNA is NOT your Destiny

Smart is something you GET, not Smart is something you GET, not something you are.something you are.

What would be the impact on your class What would be the impact on your class environment, student success, and environment, student success, and achievement? What behaviors would you achievement? What behaviors would you see in class?see in class?

Group shareGroup share

Let’s talk babies...Let’s talk babies...

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MindsetMindset

I don’t divide the world into the I don’t divide the world into the weak and the strong, or the weak and the strong, or the successful and the failures...I successful and the failures...I divide the world into the learners divide the world into the learners and the non-learners. ~ Benjamin and the non-learners. ~ Benjamin Barber, sociologistBarber, sociologist

Billingsley’s 5 Steps to Inspiring Billingsley’s 5 Steps to Inspiring Effort & PracticeEffort & Practice

Analyze core beliefs about intelligenceAnalyze core beliefs about intelligence

Present basic lessons in neurosciencePresent basic lessons in neuroscience

Review and summarize current, Review and summarize current, credible research in neuroplasticitycredible research in neuroplasticity

Evaluate current research on the Evaluate current research on the effects of television, sleep, fear, and effects of television, sleep, fear, and stress on the brain’s structure and stress on the brain’s structure and functionfunction

Teach “brain friendly” strategiesTeach “brain friendly” strategies

Carol Dweck, Ph.D.Carol Dweck, Ph.D.Leading researcher in Leading researcher in developmental psychologydevelopmental psychology

Documented that mindset has a Documented that mindset has a powerful influence on a student’s powerful influence on a student’s willingness to put forth effort, and willingness to put forth effort, and performance in school\performance in school\

Categorized growth vs. fixed Categorized growth vs. fixed mindsetsmindsets

Growth MindsetGrowth MindsetIndividuals who are perceived as Individuals who are perceived as “learners.” “learners.”

Believes that basic qualities Believes that basic qualities (intelligence, character, personality) (intelligence, character, personality) are things we can cultivate, change are things we can cultivate, change and grow through and grow through efforteffort and and practicepractice..

Look at difficult challenges as an Look at difficult challenges as an opportunity to get smarter and learn opportunity to get smarter and learn something newsomething new

Growth MindsetGrowth Mindset

Interested in getting betterInterested in getting better

Failure is thought of as a Failure is thought of as a temporary setback or opportunity temporary setback or opportunity to grow and learnto grow and learn

Mistakes are just learning Mistakes are just learning opportunities for the brainopportunities for the brain

Fixed MindsetFixed Mindset

Individuals are perceived as “non-Individuals are perceived as “non-learners”learners”

Believes that basic qualities are Believes that basic qualities are set in stone and are mostly set in stone and are mostly unchangeable.unchangeable.

Believes intelligence, character, Believes intelligence, character, athletic ability are predetermined athletic ability are predetermined by geneticsby genetics

Fixed MindsetFixed MindsetIndividuals are overly concerned Individuals are overly concerned about hiding deficiencies, believing about hiding deficiencies, believing they are permanentthey are permanent

Feel the need to prove that they Feel the need to prove that they are smartare smart

Will not take risks and avoid Will not take risks and avoid challenging situations for fear of challenging situations for fear of failurefailure

John McEnroeJohn McEnroeWon 7 Grand Slam titles, 3 at Won 7 Grand Slam titles, 3 at Wimbledon & 4 at US OpenWimbledon & 4 at US Open

Won 9 Grand Slam men’s doubles titlesWon 9 Grand Slam men’s doubles titles

Posted best single season win-loss Posted best single season win-loss record in 1984 at 96.47%record in 1984 at 96.47%

1999 inducted into International Tennis 1999 inducted into International Tennis Hall of FameHall of Fame

One of the greatest tennis players in One of the greatest tennis players in 20th century20th century

Michael JordanMichael Jordan5 MVP awards5 MVP awards

10 All-NBA First Team & 9 All-Defensive 10 All-NBA First Team & 9 All-Defensive First TeamFirst Team

14 All-Star game appearances14 All-Star game appearances

NBA record highest regular season NBA record highest regular season scoring 30.12 ppgscoring 30.12 ppg

2009 NBA Hall of Fame2009 NBA Hall of Fame

1999 - Named greatest North American 1999 - Named greatest North American athlete of 20th century by ESPNathlete of 20th century by ESPN

Steve Lipofsky Basketballphoto.com

Comparison StudyComparison Study

Find an elbow partner

Person A - reads Lesson 2.3

Person B - reads Lesson 2.4

John McEnroeJohn McEnroePerson A provides a summary to person Person A provides a summary to person BB

Be ready to share your answers to the Be ready to share your answers to the following questions...following questions...

What clues reflected the “fixed What clues reflected the “fixed mindset”mindset”

Share classroom behaviors of a Share classroom behaviors of a student who has a “fixed mindset.”student who has a “fixed mindset.”

Michael JordanMichael JordanPerson B provides a summary to person APerson B provides a summary to person A

Be ready to share your answers to the Be ready to share your answers to the following questions...following questions...

What clues reflected the “growth What clues reflected the “growth mindset”mindset”

Share classroom behaviors of a Share classroom behaviors of a student who has a “growth mindset.”student who has a “growth mindset.”

Group ShareGroup Share

Personal experiences with a “fixed Personal experiences with a “fixed mindset” studentmindset” student

Personal experiences with a Personal experiences with a “growth mindset” student“growth mindset” student

Personal Reflection...what type of Personal Reflection...what type of mindset do you have?mindset do you have?

Powerful Message for students...Powerful Message for students...

Mindset Mindset QuestionnaireQuestionnaire

Please complete the questionnairePlease complete the questionnaire

Powerful MessagePowerful Messagefor Students!for Students!

Step #2 & #3: Neuroscience and Step #2 & #3: Neuroscience and NeuroplasticityNeuroplasticity

You can CHANGE your BRAIN!You can CHANGE your BRAIN!

London Cab Drivers vs. Bus DriversLondon Cab Drivers vs. Bus Drivers

Stroke victimsStroke victims

Dr. Merzenich’s Dr. Merzenich’s MonkeysMonkeys

Pay AttentionPay AttentionBoth Groups had on headphones with Both Groups had on headphones with music and device that tapped their fingers.music and device that tapped their fingers.

Group A: taught to pay attention to finger Group A: taught to pay attention to finger tapping sensation.tapping sensation.

Group B: taught to pay attention to Group B: taught to pay attention to headphone soundsheadphone sounds

Dr. Merzenich’s Dr. Merzenich’s MonkeysMonkeys

Pay AttentionPay Attention

Group A: when finger tapping rhythm Group A: when finger tapping rhythm changed monkeys rewarded with sip of changed monkeys rewarded with sip of juicejuice

Group B: when sound of headphones Group B: when sound of headphones changed monkeys rewarded with sip of changed monkeys rewarded with sip of juicejuice

The ResultsThe Results

After 6 weeks the brains were After 6 weeks the brains were comparedcompared

Group A: dramatic increase in Group A: dramatic increase in brain region that responds to brain region that responds to sensory inputsensory input

Group B: expansion of the brain’s Group B: expansion of the brain’s region that handles soundregion that handles sound

What can this What can this teach students?teach students?

Both Both attentionattention and and repetitiverepetitive practice are needed to “change practice are needed to “change your brain!”your brain!”

Recall how you learned to text Recall how you learned to text message on your phone, drive a message on your phone, drive a car, ride a bike...car, ride a bike...

#4 How does experience change #4 How does experience change brain structure and function?brain structure and function?

Lack of sleep impacts brain Lack of sleep impacts brain functioning - REM needed to functioning - REM needed to consolidate newly learned consolidate newly learned informationinformation

““I need to sleep on it”I need to sleep on it”

Sleep surveySleep survey

TV and video games alter brain TV and video games alter brain structurestructure

How many scenes last for more How many scenes last for more than 2 sec?than 2 sec?

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Fixed Mindset = fearFixed Mindset = fear

Recall what we discussed about Recall what we discussed about students who are afraid to take students who are afraid to take risks, try new things, push risks, try new things, push themselves to failurethemselves to failure

What behaviors do you see in What behaviors do you see in students who fear exposing students who fear exposing themselves to failure?themselves to failure?

Combating FearCombating Fear

How do we help our students How do we help our students to combat their fears so they to combat their fears so they don’t interfere with learning?don’t interfere with learning?

What is the biology of fear?What is the biology of fear?

Brain Biology - Fear Brain Biology - Fear isn’t all just in your isn’t all just in your

headheadAmygdala

Hypothalamus

Adrenal Glands

Adrenaline

Blocks functioning of prefrontal cortex and prioritizes response to

threat

Fears students feel Fears students feel at schoolat school

With your elbow partner, list 5 With your elbow partner, list 5 fears you think your students fears you think your students experienceexperience

Complete this task with students Complete this task with students and have them shareand have them share

Common Student Common Student FearsFears

I might fail, even if I tryI might fail, even if I try

I will look stupid if I ask a questionI will look stupid if I ask a question

I am not “smart enough” I will be bullied because I am not “smart enough” I will be bullied because I’m not coolI’m not cool

I will disappoint my parentsI will disappoint my parents

I will be asked to read aloud in classI will be asked to read aloud in class

I will have to do a math problem in front of the I will have to do a math problem in front of the classclass

How can teachers combat this How can teachers combat this fear of rejection/fixed mindset?fear of rejection/fixed mindset?

Examine your own mindsetExamine your own mindset

Praise effort, not abilityPraise effort, not ability

Consistently emphasize that high Consistently emphasize that high standards can be achieved with standards can be achieved with hard workhard work

Your brain can grow and change with Your brain can grow and change with practice like any other musclepractice like any other muscle

Failure is an opportunity to learnFailure is an opportunity to learn

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Now What?Now What?

Let everyone Let everyone R.I.S.E. R.I.S.E.

RR.I.S.E.I.S.EReframe Evaluative ActivitiesReframe Evaluative Activities

Class exercise instead of verbal abilityClass exercise instead of verbal ability

Problem solving instead of math testProblem solving instead of math test

Chemistry check instead of chemistry Chemistry check instead of chemistry testtest

Check for understanding instead of Check for understanding instead of testtest

What Does this What Does this Mean for YOU?Mean for YOU?

Reframe Evaluative ActivitiesReframe Evaluative Activities

Elbow partner - share what you Elbow partner - share what you could do in your classroom to could do in your classroom to achieve thisachieve this

Group Share - state your grade Group Share - state your grade level and/or content arealevel and/or content area

R.R.II.S.E.S.E

Identity InoculationIdentity Inoculation

Multiple Identities ActivityMultiple Identities Activity

Elbow ShareElbow Share

Group ShareGroup Share

Diverse Portfolio AwarenessDiverse Portfolio Awareness

R.I.R.I.SS.E.E

Shaping Student’s MindsetShaping Student’s Mindset

Teach and discuss the two Teach and discuss the two mindsetsmindsets

Reinforce the ability to change Reinforce the ability to change attitudes from fixed to growthattitudes from fixed to growth

R.I.S.R.I.S.EEEducate students on Mindset, Stereotype Educate students on Mindset, Stereotype threat and neuroplasticitythreat and neuroplasticity

Examine your classroom culture/messagingExamine your classroom culture/messaging

Attribute test anxiety to stereotype threat Attribute test anxiety to stereotype threat not abilitynot ability

Focused attention and repetition is key Focused attention and repetition is key

Mistakes are learning opportunities for the Mistakes are learning opportunities for the brainbrain

Smart is Smart is something you something you

get, not something get, not something you are!you are!