Gmlp pd modules_intro+mod1.2003

www.brainology.usCopyright © 2008-2010 Mindset Works, LLC. All rights reserved.

Transforming Motivation to Learn

makers of

Educators Learning Lab

www.brainology.usCopyright © 2008 -2010 Mindset Works, LLC. All rights reserved.

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INTRODUCTION


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Hello—and welcome to the Brainology® for Educators Learning Lab!

Brainology for Educators is an online professional learning platform, designed to support you in bringing relevant findings from psychology and neuroscience into your classroom practice, and to help your students tap into their potential as learners.

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In the 6 modules of the Learning Lab, you will learn what researchers in the psychology of motivation have discovered about how to promote love of learning, self-efficacy, and persistence in young students through development of a “growth mindset.”

You will hear about research in neuroscience showing how the brain changes with learning, and how you and your students can make use of this knowledge to focus, engage, make connections, learn and remember more effectively.

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You will find strategies, tools, and resources for the classroom, and have the opportunity to engage with a community of educators focused on developing a growth mindset in their classrooms and schools.

As we go through the program, you’ll have the opportunity to hear from some educators who agreed to share their experiences. Let’s meet some of them now.

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” Hi, I’m Alicia. I’m a second year English teacher in a public middle school in Brooklyn, New York.”

[Video clips introducing 6 teachers of varying ages, years teaching, m/f, ethnicity etc., speaking to the following: Name, years teaching, subject/ grades taught Total ~ 1 min.]


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What are the biggest challenges you face

with students in school?


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“My greatest challenge is classroom management. I have a few kids who act out and distract all the others, and I end up spending most of my time trying to keep them from disrupting the whole class.

[Video clips of 6 teachers identifying key challenges (e.g., motivating my students to put in effort; engaging students at different skill levels; nurturing my students’ love of learning while meeting achievement outcomes, etc.) Total ~2 min.]


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What would it look like if you

successfully tackled this challenge in your

classroom?


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I would feel really successful as an educator if I could engage the more difficult kids and really get them interested in learning and staying on task.”

[Video clips of 6 teachers completing the sentence [Total ~ 1.5 min.]“I would feel that I had successfully tackled this challenge if . . . “


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Reflection[Link to a place where they can write & also link to surveys-see next

slide]

• What is your greatest challenge with the students in your classroom?

• What would it look like if you successfully tackled this challenge?


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Looking forward

As we go through the 6 modules of the learning lab, we’ll ask you to reflect back on this challenge and think about how you can use the information and resources provide to set some goals and develop plans to reach them.


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Usability, Engagement, & Value Surveys

[how do we link to this?]Ease of use:

Did you find anything confusing about this (program/module/webinar/toolkit/online community)? How easy was it to move around in the program? Did you have trouble with any part of the program? (For each activity in the unit): Was it clear to you how to do _________ ?

Engagement: What did you like/enjoy about this (program/module/webinar/toolkit/online community)? Why?

(free response & checklist with rating scale) What did you dislike about it? Why? (free response & checklist with rating scale) What did you find most interesting? Least interesting? Why? (free response) Did you find anything frustrating about the (program/module/webinar/toolkit/online community)?

Value of Teacher Training Modules, Webinars, & Toolkit: How scientifically accurate do you think this information is? How interesting do you think this information was? How interesting do you think your students will find it? How useful do you feel the information might be to you? How useful do you think it will be to your students? Which aspects of the (module/webinar/toolkit/online community) did you find most valuable? Do you plan to use any of these (ideas/strategies/tools) in your classroom practice? Which ones?

(free response & checklist with rating scale) How do you plan to use them? (Free response)

What questions do you have? [Free response]


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Module 1Mindsets & Motivation

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What motivates students to seek new challenges, value learning, and exert

effort?


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[Voiceover/Video]

• As educators, many of us struggle with lack of motivation in our students. If we are teaching struggling students, we may find that they are turned off to school and don’t want to put in the effort needed to catch up. But even when we are teaching ambitious and highly skilled students, we may find that some of them avoid taking on challenges, or fall apart when they do encounter difficulty.


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• In this module, we’ll learn about findings from research on how beliefs can influence students’ motivation and performance.

• Let’s hear from some students themselves first.

[Voiceover/Video]


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[Video clips of students discussing their attitudes toward effort, performance, learning, etc. improving). Total: ~2-4 min.]


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People have different beliefs about the nature of their abilities—for example, intelligence.• Some people believe that their intellectual ability is an

unchanging quality—a “Fixed Mindset.”

• Others believe that they can increase their intelligence through learning and effort—a “Growth Mindset.”

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Research has shown that these mindsets have powerful implications for the goals people hold, the amount of effort they choose to spend, the way they respond to challenges and obstacles, and for their ultimate success.

In particular, mindsets can have a significant impact on students motivation and performance.

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Professor Carol Dweck is one of the world’s leading researchers in the field of motivation and has devoted decades to understanding how mindsets influence beliefs, behavior and achievement.

She is the Lewis & Virginia Eaton Professor of Psychology at Stanford University and a member of the American Academy of Arts and Sciences.

Dr. Dweck is the author of numerous scholarly articles and books, including Mindset: The New Psychology of Success.

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Carol Dweck on Mindsets(TRIO vid 0:00-1:05)


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Finally, look at the diagram below. Every time you find yourself thinking a fixed mindset thought, transfer over to the growth mindset side of the chart and replace it with the growth mindset thought. Use the diagram to learn to think and talk to yourself from a growth mindset place.

Nigel Holmes' Mindset Diagram by Carol Dweck

How do the two mindsets work?


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FIXED VS. GROWTH MINDSET

PEOPLE WHO HOLD THE GROWTH MINDSET BELIEVE:

• People can develop their intelligence. The brain is like a muscle that can be exercised and strengthened.• Success and therefore a positive self image are achieved by learning and growth through effort.

PEOPLE WHO HOLD THE FIXED MINDSET BELIEVE:

• People have a given level of intelligence, and it can’t be changed. • Success and therefore a positive self image are achieved by performing well and looking smart.


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Fixed Mindset Growth Mindset

Challenges

People with a fixed mindset fear challenge because it carries a greater risk of

failure and negative judgments about their

ability.

“The main thing I want whenI do my school work is to show

how good I am at it”

Those with a Growth Mindset embrace challenges because they know that they’ll come

out stronger on the other side.

“It is much more important for me to learn things in my classes

than it is to get the best grades.”


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Obstacles

People with a Fixed Mindset give up easily because they

take failure as a sign of lack of ability. When faced with an

obstacle, they decide it is not worth spending effort to try to

overcome it.

“I would spend less time on this subject from now on”

“I would try not to take this subject ever again.”

Obstacles do not discourage people with a Growth Mindset because they see failure as an

opportunity to learn, if they put in the time and effort to

overcome it—so whatever happens, they win.

“I would work harder in this class from now on.”

“I would spend more time studying for the tests.”


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Effort

People with a Fixed Mindset believe effort is an

unpleasant thing that doesn’t really pay dividends, and therefore avoid effort as

much as possible.

“When have to work hard at understanding my school work it makes

me feel like I’m not very smart.”

Those with a Growth Mindset see effort not as something useless to be avoided but as necessary to grow and master useful

skills.

“The harder you work at something, the better at it you will become.”


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Finally, look at the diagram below. Every time you find yourself thinking a fixed mindset thought, transfer over to the growth mindset side of the chart and replace it with the growth mindset thought. Use the diagram to learn to think and talk to yourself from a growth mindset place.

Nigel Holmes' Mindset Diagram by Carol Dweck

How do these

mindsets affect

student achievemen

t?


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It depends . . .

• A child with a fixed mindset can seem fine when able to perform well with ease, as in situations of low challenge, when the task is very easy or the student has a high level of skill relative to the task.

• But, in a challenging situation, the fixed mindset becomes a handicap.


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Growth MindsetGrowth MindsetIf a child believes that

failure is a result of not being smart

enough or not having enough ability, they

often avoid challenges or give up easily, and perform

more poorly as a result.

If a child believes that failure is a

reason to increase the amount of effort needed for success, they often embrace

challenges and excel.

Fixed MindsetFixed Mindset

When faced with challenges


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Carol Dweck on how the 2 mindsets work when the student encounters

difficulty (TRIO vid 2:16-3:02)


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Mindsets and math achievementover the transition to junior high

school Blackwell, Dweck, & Trzesniewski (2007)

• Longitudinal study of 3 waves of students over the junior high school years

• Assessed students’ mindsets at the beginning of 7th grade

• Tracked math achievement over the 2 years of junior high school


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Impact on Math Achievement

• Despite equal levels of achievement on 6th grade standardized math tests, students’ achievement began to diverge after the first term of JHS

• Growth Mindset students performed better in the first term AND had an upward trajectory in mathematics achievement over the 2 years of JHS

• Fixed Mindset students had a downward trajectory in achievement over JHS


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Math Achievement in Junior HSBlackwell, Dweck, & Trzesniewski (2007)

72.072.573.073.574.074.575.075.576.076.577.0

EnteringAcademic

Year

Fall Year 1

Spring Year 1

Fall Year 2

SpringYear2

FixedGrowth

growth mindset

fixed mindset

Ma

th G

rad

es


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Carol Dweck on early onset and middle school transition (TRIO vid 1:05-2:13)


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The Growth Mindset Success

I can get

smarter

Effort makes me stronger

I take onchallengesI work hardI use goodstrategies

I don’t give up

HigherAchievement

Learning ismy goal


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Carol Dweck sums up 3 main benefits of a growth mindset (TRIO vid 11:24-11:52)


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Which view of intelligence is correct?

Recent research in cognitive psychology and neuroscience is supporting the growth mindset and Dr. Dweck’s research.

It has shown that the brain has a greater degree of plasticity—or ability to change through experience—than previously thought.


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Carol Dweck on what we’ve learned about the brain (TRIO vid 17:44-18:44)


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Conclusion While there may be individual differences in

aptitude or pace of learning, almost everyone has great capacity for growth, and the true potential of any individual cannot be known.

Because of this, as educators we serve our students best by helping them focus on how they can develop their intelligence by learning.

In the next module, you will learn more about how findings from the field of neuroscience have changed our view of the brain, and what these findings can tell us about teaching and learning.


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Additional Resources• Readings [PDF avail. on Education Canada website]

• “Boosting Achievement with Messages that Motivate”

• Video Clips - Hear Carol Dweck on• mindsets in gifted students [TRIO vid 3:02-4:36]

• applying mindset theory to your own life (TRIO vid 24:03-25:36]

• Tools - for the Classroom

• Student Activity: “Intelligence Brainstorm” [a Word doc]

• Forum: Share with Colleagues [a link to GMOC +/or school forum?]

• Webinars: • Special topics & schedule [LINK]

• Submit Questions [could go under forum instead?]


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Reflection[Link to a place where they can write & also link to surveys-see next

slide]

How might the research findings on mindsets be relevant . . .. . . to my students’ challenges?. . . to my self-identified challenge as an educator?


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Usability, Engagement, & Value Surveys

[how do we link to this?]Ease of use:

Did you find anything confusing about this (program/module/webinar/toolkit/online community)? How easy was it to move around in the program? Did you have trouble with any part of the program? (For each activity in the unit): Was it clear to you how to do _________ ?

Engagement: What did you like/enjoy about this (program/module/webinar/toolkit/online community)? Why?

(free response & checklist with rating scale) What did you dislike about it? Why? (free response & checklist with rating scale) What did you find most interesting? Least interesting? Why? (free response) Did you find anything frustrating about the (program/module/webinar/toolkit/online community)?

Value of Teacher Training Modules, Webinars, & Toolkit: How scientifically accurate do you think this information is? How interesting do you think this information was? How interesting do you think your students will find it? How useful do you feel the information might be to you? How useful do you think it will be to your students? Which aspects of the (module/webinar/toolkit/online community) did you find most valuable? Do you plan to use any of these (ideas/strategies/tools) in your classroom practice? Which ones?

(free response & checklist with rating scale) How do you plan to use them? (Free response)

What questions do you have? [Free response]

Gmlp pd modules_intro+mod1.2003

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