Transcript Document

The Learning Brain:
Growth Mindset and
Effective Effort in the
Classroom
Jared Peet – History Department
[email protected]
Intelligence:
How Smart You Are
1. Your intelligence is something very basic about you that
you can’t change very much.
2. You can learn new things, but you can’t really change
how intelligent you are.
3. No matter how much intelligence you have, you can
always change it quite a bit.
4. You can always substantially change how intelligent you
are.
Personality & Character:
Who You Are
1. You are a certain kind of person, and there is not much
that can be done to really change that.
2. You can do things differently, but the important parts
of who you are can’t really be changed.
3. No matter what kind of person you are, you can always
change substantially.
4. You can always change basic things about the kind of
person you are.
Talent:
How Gifted You Are
1. You have certain talents, and there is not much that
can be done to really change that.
2. You can try to master new things, but your basic talents
can’t really be changed.
3. No matter what talents you have, you can always
change them somewhat.
4. You can always significantly change your talents.
Intelligence:
How Smart You Are
1. Your intelligence is something very basic about you that
you can’t change very much.
2. You can learn new things, but you can’t really change
how intelligent you are.
3. No matter how much intelligence you have, you can
always change it quite a bit.
4. You can always substantially change how intelligent you
are.
Personality & Character:
Who You Are
1. You are a certain kind of person, and there is not much
that can be done to really change that.
2. You can do things differently, but the important parts
of who you are can’t really be changed.
3. No matter what kind of person you are, you can always
change substantially.
4. You can always change basic things about the kind of
person you are.
Talent:
How Gifted You Are
1. You have certain talents, and there is not much that
can be done to really change that.
2. You can try to master new things, but your basic talents
can’t really be changed.
3. No matter what talents you have, you can always
change them somewhat.
4. You can always significantly change your talents.
GOALS – Why are we doing this?
Students will
not fear failure.
Struggling
students will
learn
“effective
effort.”
Students will
become more
meta-cognitive.
Objectives:
Participants will know:
• A person’s ‘mindset’ about intelligence has a
significant effect on his or her achievement,
success and happiness.
• There are six elements of ‘effective effort’ that
are each essential components in turning “hard
work” into achievement.
•Practical steps to “saturate the environments”
of their classrooms with a growth mindset
It’s All About Perception!
PERFORMANCE
E
V
E
N
T
Evidence about Ability
Fixed
(Defines who you are)
Goal = Look Smart
Evidence about Progress
Growth
(Defines where you are)
Goal = Learn
Effects of the Mindsets on Achievement
Growth Mindset
Fixed Mindset
Desire to LEARN
Desire to LOOK SMART
Challenges
Embrace Challenges
Avoid Challenges
Obstacles
Persist in the
face of setbacks
Get Defensive or
Give up Easily
Effort
Effort =
Path to mastery
Effort =
Only for ‘ungifted’
Criticism
Learn
from Criticism
Ignore Negative
Feedback
Success of
Others
Find lessons and
Inspiration
Feel Threatened
Saturate the
Environment
Praise &
Feedback
Goal:
Change
Mindsets
Teach
Effective
Effort
TEACH EFFECTIVE EFFORT
Commitment
Strategies
Time
Resourcefulness
Focus
Feedback
Teach Effective
Effort
Effective Effort Pyramid
SATURATE THE ENVIRONMENT
COURSE POLICIES AND PROCEDURES
DAILY ROUTINES
STORIES AND VISUALS
Policies and Procedures:
Syllabus
Policies and Procedures:
Late Work and Test Corrections
Daily Routines
• The Five Bs
– Brain
– Book
– Board
– Buddy
– Boss
• “I don’t know . . . Yet!”
• Email a week
Stories
&
Visuals
Saturate the
Environment
Can’t…Yet!
Daily Routines
PRAISE AND FEEDBACK
STUDENT-TEACHER INTERACTIONS
“You learned that so quickly! You’re so smart.”
“I’m
disappointed
you
putsomething
a lot
in more
you.”quickly,
time into
“If“WowI don’t
learn
I’m this
not than
smart. I
“You’re
before
and
lazy.”
look
it came
should
avoid
doinghow
things
that out!”
I can’t learn quickly.”
“Great job today in class. You were really focused
“Something
on
the
isand
wrong
didn’t
with
let me.
yourself
distracted.”
reason
“Look
at work
that drawing.
Martha,
isThere’s
he get
theno
next
Picasso
towhat?”
bother
impressed
to try.byI can’t
how you
change.
tried There’s
this over
nothing
and I
or“I’m
can
do
until
about
you
gotdraw
situation.
it without
Igiving
feel
bad
up.”about
“Iover
shouldn’t
try this
to
anything
difficult
or they’ll see
Praise &
myself.”
I am
no Picasso.”
Feedback
“You’re stuck on this problem. Can you find a
different
approach?”
“You’re
so brilliant!
You got an A without even
“This essay has a lot of grammatical errors. Who
studying!”
could
younot
askstudy
to proofread
it for think
you?”I am brilliant.”
“I’d
better
or they won’t
Clear Feedback
• Students need honest, constructive feedback
– Don’t protect them from failure!
• “Yeah, that’s sort of right. Who can build on
that?”
• “That’s not correct, but pay attention because
you’re about to learn something, and that’s
awesome!”
Saturate the
Environment
Praise &
Feedback
Goal:
Change
Mindsets
Teach
Effective
Effort
Is it working?
“For next time I will use the study tips Mr. Peet
gave me when I had a meeting with him. I must
use homework assignments as a study guide,
use Powerpoints as resources, always focus on
details and don’t just read I should take notes
and discuss the topic with another person to
show how much I know and understood.”
-Student who scored a C- on first test
Is it working?
“To do better, I must follow the steps to effective effort. I realized I
have been doing 3 things wrong. I haven’t been asking the teacher
questions when I am stuck, I have been multitasking a lot and this
leads to loss of full focus on studying for the test, and I have been
underestimating the time needed to study for the test. I realized that I
should ask Mr. Peet a question every single time I am a little confused.
I should also split up my time by watching TV and entertaining myself
for 2 hours before so I can satiate my entertainment needs so I don’t
feel the need to multitask with Facebook and TV and that way I can be
fully focused on studying. I have made a plan so that I study for the
maximum amount of days, for 1 hour everyday just so the material can
sink in and so I have enough time to ask Mr. Peet all necessary
questions.”
-Student who scored a B+ on first test
QUESTIONS?
Jared Peet
[email protected]