Mindsets !!

with James Anderson

James Anderson

• Classroom Teacher and Curriculum Leader

• Established and lead the Habits of Mind Teachers Network throughout Australia

• School Consultant

• Lead Habits of Mind Expo’s 2007,09,11, 13 and online in 2014

• Contributor to Costa and Kallick’s “Leading and Learning with Habits of Mind” & “Habits of Mind Across the Curriculum”

• Director Mindful by Design

• International Affiliate for the Institute for Habits of Mind

• Author “Succeeding with Habits of Mind”

• Certified by Mindset Works

james@mindfulbydesign.comwww.habitsofmind.orgwww.mindfulbydesign.com

S t r e t c h your brain

toThink Like A Growth

Mindset Teacher

What will you be doing this year to help make your

students more intelligent?

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Some testing questions....

• Are you able to quickly predict who’ll get the A’s in your class, and who’ll get the D’s?

• Could you easily write the reports for your students after having met them for only a few weeks?

• Do you believe student potential?

• You might find that you have a relatively fixed view of students intelligence and ability.

What is it? Success

Achieving a Goal that Requires EffortSuccess

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IntelligenceBehaving in a way that brings about success

Someone you admire for their abilities.

This isn’t the same as their life style!This is someone you admire for

who they are and what they’ve achieved.

Character. Abilities. Talents. Intelligence

Think of someone you consider Successful

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Why not you?What’s holding you back?

How often do you see abilities presented like this?

Posters available from www.mindfulbydesign.com

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Mindset Profile Tool

The Greatness GapWhat’s your excuse?

Intelligence?

• Defined as the ability to create something valued by society

• Recognises that intelligence is not of one type

• Acknowledges that individuals are born with differences

• Asserts that everyone can develop and extend each of these intelligences

Howard Gardener’s Multiple Intelligences

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Measuring IQ - Alfred Binet

A few modern philosophers … assert that an

individuals intelligence is a fixed quantity, a

quantity which cannot be increased.

We must protest and react against this brutal

pessimism …With practice, training, and above

all, method, we manage to increase our attention,

our memory , our judgement and literally to

become more intelligent than we were before.

Lewis Terman - Genetic Studies of Genius

• Developed the Modern IQ tests know as the Stanford-Binet IQ test

• Genetic Studies of Genius

• 1500 “Exceptionally Superior” Children

• Tracked through School

• Adult Achievers?

• Follow Up Study - “Regrets of Ternman’s Geniuses

Innate intelligence = car you drive

Success = how well you drive the car

Edward de Bono makes an analogy between innate intelligence / success and the car you drive:

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Teachers and parents need to be the driving instructor. !

We have to teach children to use their minds WELL!!

Intelligence? Can it be Learnt & improved?

K. Anders Ericsson - The Acquisition of Excellence

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Do you have a good memory?

Improving Aspects of Intelligence - The Story of S.F

• Can an aspect of intelligence be improved?

• Memory

• Average student

• Remembering strings of random digits

• How many could you remember?

• 1 hour practice a day

• 190 Hour total

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!

Can I.Q Change?

!

Is I.

Q. I

mpo

rtan

t fo

r su

cces

s?

Can I.Q scores change? - The Flynn Effect

• I.Q is a relative score

• Populations are measured, scores standardised and mean is defined as 100

• What happens to scores over time?

100

Score

Number Of !

People

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Can I.Q scores change? - The Flynn Effect

• What happens when scores from the 1900’s are compared to scores from today?

• Average IQ scores have been increasing by around 3 points every 10 years

• By today’s standards your grandparents had average IQ of 60 - morons.

60

Score

Number Of !

People

100

Today1900’s

The Flynn Effect - What does it mean?

• Success

• IQ is not directly related to success.

• Obviously our grandparents were successful

• IQ can change

• Changes in education and society have significant impacts on IQ

Maze Bright & Maze Dull Rats

Changing your brain!

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London Taxi Drivers Brains that change with learning!

Street Map of London London’s “Tube” Network

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Hippocampus

Toes

Genitals

Somatotopic Map of the BrainJam

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Success and Intelligence - Robert Sternberg (2005)

The lack of correlation between expertise and IQ scores demands nothing less than a whole new definition of intelligence

Intelligence represents a set of competencies [which are] in development.

In other words, intelligence isn’t fixed. Intelligence isn’t general, intelligence is not a thing. Intelligence is a dynamic, diffuse and ongoing process.

Born with Talent?

Where does Talent come from?

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The Circular Logic of Talent

When we say someone is talented, we think we mean they have some innate predisposition to excel [a talent of gift].

But in the end we only apply the term retrospectively, after they have achieved significant achievements

Daniel Levitin Leading neuroscientist and musicologist

!

Searching for Talent in Music

Searching for the Signature of Talent

Daniel Levitin studied top musicians at colleges for the arts

• Soloists

• Concert musicians

• Teachers

What separated these people?

PRACTICE!

Talents and Gifts - The Product of Practice

The Product

of

Practice

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Is it really enough?

How to acquire talent

• Rehearsal is not the same as purposeful practice

• Focus on improvement - working in “Goldilocks zone”

• 10 000 hour rule*

• In virtually every field of endeavour it takes a out 10 000 hours of deliberate practice to achieve expert performance.

• Only do approx. 3 hours a day

• Often not enjoyable

Purposeful Practice

Canadian Ice Hockety Team

What about Prodigies?

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What about Prodigies?

• Exceptional only FOR THEIR AGE

• Compared to adult performers they are not superior

• Consider Ternman’s Geniuses

• Most turned out to be unremarkable adults

• The most celebrated prodigy - Mozart

Mozart

• Leopold Mozart

• Accomplished musician - deep content knowledge

• Taught daughter (Marie Ann) music - developed skills as teacher of children

• Mozart practice from a very early age (sometimes enforced)

• Exceptional FOR HIS AGE, but not compared to mature composers

• First significant mature work at age 21

• His first composition?

cxÉÑÄx Åt~x t zÜxtà Å|áàt~x ã{É à{|Ç~ Åç tÜà {tá vÉÅx xtá|Äç àÉ ÅxA

aÉ ÉÇx {tá wxäÉàxw áÉ Åâv{ à|Åx tÇw à{Éâz{à àÉ vÉÅÑÉá|à|ÉÇ tá \A

`ÉétÜàextract: letter from Mozart to his father

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K. Anders Ericsson

Like intelligence, talents are not innate gifts,

but the result of a slow, invisible accretion of

skills developed from the moment of

conception. Everyone is born with differences,

and some with unique advantages for certain

tasks, But no one is genetically designed into

greatness and few are biologically restricted

from attaining it

Teaching Talent

If you want your children to be talented....

You have to teach them how to become talented!

James Anderson

Mindset

Mind Sets - Carol Dweck

• In studies of high achievers Dweck identified two “Mind Sets”

• Fixed Mind Set - believes their abilities are fixed, a part of who they are

• Growth Mind Set - Believe their abilities are something they acquire

• Success was most often related to the Growth Mind Set

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The Growth Mind Set

In a word, the difference

between a fixed and a growth mindset is the

word YET

Growth Mind Sets - A Key Experiment For Educators

400 7th Graders - all given a relatively easy test non-verbal IQ test.

Then…

Fixed - “You're smart” Growth - “You worked hard”

Intelligence Praise Effort Praise

Fixed - “You're smart”

About half chose the easy test

Easy Test? !

OR !

Harder Test that you might learn from?

Intelligence Praise

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Growth - “You worked hard”

90% chose the hard test!

Easy Test? !

OR !

Harder Test that you might learn from?

Effort Praise

Fixed - “You're smart”

…60% of the Fixed Mindset students lied about their results!

In a follow up survey, when asked what

they got on the first test…

Intelligence Praise Effort Praise

Higher EnjoymentLower EnjoymentSaw Effort as bad Saw Effort as Good

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For questions 1,3,5, and 7 copy your score into your profile number.2

5For questions 2,4,6, use the table below to workout your profile number.

Your Response

Profile Number

1 6

2 5

3 4

4 3

5 2

6 1

Carol Dweck on Mindsets - TED Video

Understanding the

Process of Success

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Why is success still so illusive for many people?

• Purposeful Practice

• Growth Mindsets

• 7 Habits of Highly Effective People

• All of these are attempts to describe the process of becoming successful

• Why is excellence / success / achievement still so elusive for so many?

Being Effective

Knowing the direction of success is not

enough.

You also need to know how to make

the journey effectively

Two Requirements of Success

Process Ability Success

PLUS

Habits of Mind - Being Effective

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Habits of Mind

Habits of Mind

Habits of Mind

Dispositions that are skilfully and mindfully employed by characteristically successful people when confronted by problems, the solution to which are not immediately apparent

Art Costa Bena Kallick

Putting It all together

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Successful people have a growth mindset – the believe they can improve

To improve we engage in deliberate practice

(about 10 000 hours to reach the peak of your field)

Deliberate Practice occurs in the “Goldilocks Zone”

(not too hard, not too easy)

The Goldilocks Zone presents you with problems, the solutions to which are not immediately apparent.

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To meet these challenges, and therefor grow, you must skilfully and Mindfully engage your Habits of Mind

Suggested Reading

Become More Like Driving Instructors

What are you going to do this year to help make your students

more intelligent?

Messages that create the Greatness Gap

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Effort

Achievement A

F

What was my mindset as a student?

Best Report Card Ever!

Tortoise and the Hare

• Meant to show that anyone can succeed with effort

• What it actually shows is that we have innate differences

• Who really wants to be the tortoise?

• Most of us would prefer to be a less foolish hare

• This makes success a result of the car you’re born with - assuming the most basic driving skills.

The Ladder of Success

• All you’ve got to do is keep on climbing

• If you’ve got the ability, and you keep going, then you’ll get to the top

• This is NOT TRUE

• The rungs get further apart, harder to climb, there are new obstacles

• You have to GET SMARTER as you climb higher

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Pedagogy to close the Greatness Gap &

Develop a Growth Mindset

Standards &

Content

Growth &

Process

The Shift in Focus of a Growth Mindset Teacher

Thinking Differently about Standards

Focusing on Growth

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Looking at Standards Differently

Grade Level

Stan

dard

Above Standard

Below Standard

All Three Students are developing !AT THE EXPECTED RATE!but getting different grades

These students are at the same standard - but we describe them

very differently!What if we considered them at the

same standard?

Looking at Standards Differently

Grade Level

Stan

dard

What can we say about these students?

Above Standard

Below Standard

How am I doing at school?

My daughter asked me how she was doing at school.

How should I answer?

What information do I need?

Photo by Fiona Basile

What message do you send when you

return work?

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Assessing & Valuing Process

Describe the process you expect students to go through in completing your next assignment / project / task.

Is this process important?

Is it’s importance recognised and rewarded?

Is it taught?

Rubrics that value process

Low Medium High Total

Standard

Low Medium High Total

Process

GRADE

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Recognising, Rewarding and Valuing Process

Low Medium High

Little evidence that feedback has been acted on!

!Many of the same errors that

were in draft appear in final copy.!!

Did not participate in peer review or teacher conference.!

!Or, no draft handed in.

Participated in some review processes, but may not have responded to all feedback.!

!May have tended to focus on

“easy” corrections, rather than significant value adding!

!Some corrections and

improvements made between first and final draft.!

Clearly responded to all feedback given!!

Proactively sought to check work multiple times, participating in

additional peer reviews or teacher conferences!

!Significant improvements evident

between initial drafts and final copy

Standard: 20/25 Process: 5/25 Total: 25/50

Standard: 14/25 Process: 20/25 Total: 34/50

Balancing Process and Standard

ProcessStandard

ProcessProcess

StandardStandard

70 : 30 30 : 7050 : 50

Early Years Middle Years Senior Years

There’s no hard and fast rule!

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Consciously Competent

Unconsciously Competent

Consciously Incompetent

Unconsciously Incompetent

Learning Takes Place here

Teacher

Student

Ability Groupings....

Be careful of the messages you send.

• What about student grouping?

• Ability?

• Standard?

• Interest?

• What about STREAMING?

Michael, May & Melinda BLUE Group Standard = 3

Sarah, Sabrina & Shiro RED Group Standard = 5

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Time passes. Learning occurs !STANDARDS INCREASE !

Michael, May & Melinda BLUE Group Standard = 5

Sarah, Sabrina & Shiro RED Group Standard = 7

Standards have

improved

Standards have

improved

GROUP NAMES remain

the same.

When we group like this what does every student “know”

about children who are in

BLUE GROUP !

RED GROUP

= DUMB !

= SMART

!

Because names haven’t changed !

WHY?

Why aren’t year 9’s considered SMARTER

than year 7’s?

Because every year 7 know’s they BECOME a year 9!

!

There is GROWTH

Year 7 is not WHO you are, it’s just where you are

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Try this instead: !

Michael, May & Melinda ARE NOT “BLUE Group” !

They are working on BLUE STANDARD

Associate the NOUN with the STANDARD NOT the student

Time passes. Learning occurs !STANDARDS INCREASE !

Now there has been growth and Michael, May & Melinda are working on RED STANDARD

Sarah, Sabrina & Shiro GREEN Standard Standard = 8

When we group like this every student

“knows”

they were once in BLUE GROUP

and will eventually be in

GREEN GROUP

This brings the focus to growth

it doesn’t fix an identity or ability

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All students have the opportunity to change and grow. !

They aren’t Fixed

Instead of associating the NAMES

with STUDENTS,

we associate !

NAMES with the

STANDARD students are working on.

!

This allows students to show GROWTH

Benjamin Bloom

Blooms Taxonomy and one of the most cited educators states:

“After 40 years of intensive research on school learning in the United States as well as abroad, my major conclusion is:

What one person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning”

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Standards &

Content

Growth &

Process

The Shift in Focus of a Growth Mindset Teacher

Mindsets

or

I difference between “I reckon” and “I know”

Being Metacognitive

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• Groups of 4

• Choose a person to be a strict timer

• Read

• Messages that Motivate, OR

• The Perils of Promises and Praise OR

• How not to talk to your children

• First speaker discusses the aspect of the article that struck them most

• Each person responds to the speaker - 1 minute each

• 1st person has “Final Word”

• Repeat

The Final Word Protocol : Mindset Messages

Praising Wisely

Not to

& a few ways to do it

Standards &

Content

Growth &

Process

Less about WHO they are, more about WHAT THEY DO

Just as our pedagogy shifts, so will what we praise and reward

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Hey Melissa, all that hard work and effort really

paid off!

Mozart was a genius! The music just flowed out of

him.

The Importance of Consistency and Specificity!

What are you praising? A person or an action?

Growth Mindset ResponseFixed Mindset Response

Thinking like a Growth Mindset Teacher

• Abilities are fixed

• Speed or achievement over process

• External reasons for success or failure

• Avoids errors

• Feedback undervalued or avoided

• Effort not required or a bad thing

• Abilities are changeable

• Process is important

• Accepts responsibility for learning

• Embracing errors

• Seeks feedback for improvement

• High Effort & Persistence valued

look for these sorts of messages

As you reflect on these three sessions,

what are some elements of your teaching

practice that you now want to change?

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Predict times when you’re going to need

to make this change. When might it be

easy to fall into old habits?

Find Support

Who are you going to turn to, to help you

reflect and grow as a teacher?

Who’s going to listen to your reflections

and questions?

How will you know?

What are some of the indicators that

you’ll be able to use, to show your

practice has changed and improved?

Feedback

james@mindfulbydesign.com

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Reflecting on Today’s Learning

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