Gmlp pd modules_intro+mod1-sgmt3

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

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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-sgmt3

Documents

free response

free response

growth mindset

carol dweck

rating scale

math achievement

programmodulewebinartoolkitonline

amp