Growing smarter presentation

• 1. Growing Smarter: Techniques that Teach Every Kid How to Grow a Better Brain Presented byBetsey KennedyBig Shanty [email protected]

2. The Phantom Tollbooth by Norton Juster 3. Mindset QuestionnaireComplete the mindsetquestionnaire in yourpacket or online athttp://mindsetonline.com/testyourmindset/step1.php 4. It has been a long trip," said Milo,climbing onto the couch where the princessessat; "but we would have been here much soonerif I hadnt made so many mistakes. Im afraid itsall my fault." "You must never feel badly about makingmistakes, explained Reason quietly, "as long asyou take the trouble tolearn from them. For youoften learn more by beingwrong for the right reasonsthan you do by being rightfor the wrong reasons. 5. Growth Mindset vs. Fixed Mindset Growth Mindset Believe that ability is changeable Success is the result of effort Smart is something you get, notsomething you are Fixed Mindset Believe that ability is set andunchangeable Accomplishments are related tonatural ability rather than effortor practice 6. Characteristics of Studentswith a Growth Mindset Understand that even people with high levelsof intelligence must put effort into their work Welcome challenges and stick to difficult tasks Find inspiration in the success of others Reach higher levels of achievement 7. Where does IQ fit in? Intelligence develops over time as a result ofexperience Alfred Binet A few modern philosophers assert that an individualsintelligence is a fixed quantity, a quantity which cannot beincreased. We must protest and react against this brutalpessimism With practice, training, and above all, method, wemanage to increase our attention, our memory, our judgmentand literally to become more intelligent than we were before. Robert Sternberg The major factor in whether people achieve expertise is not some fixed prior ability, but purposeful engagement. 8. Characteristics of Studentswith a Fixed Mindset Seek tasks that prove their intelligenceand avoid tasks that do not Little desire to learn Intense interest in how they will bejudged Believe that effort is not necessary if youhave natural ability 9. Milo quickly pulled the rule bookfrom his pocket, opened to the page, andread, Ordinance 175389-J: It shall beunlawful, illegal, and unethical to think,think of thinking, surmise,presume, reason, meditate,or speculate while in theDoldrums. Anyone breakingthis law shall be severelypunished! 10. ProblemsCaused by a Fixed Mindset Likely to decrease effort when faced with achallenge Academic achievement decreasesover time Experience less fulfillment fromlearning More likely to cheat 11. Occurrence of Fixed vs. Growth Mindsets 40% of students exhibit fixed mindset 40% of students exhibit growth mindset 20% have mixed mindsetMixture 20% Fixed 40% Growth40% 12. Teachers can help students tochange their mindsets. (For better or for worse!)You can swim allday in the Sea ofKnowledge and stillcome outcompletely dry.Most people do. 13. Model a Growth Mindset Tell your own stories Show pleasure in taking on a challenge Apologize when things are easy Give work that truly challenges all students 14. Everybody is so terribly sensitiveFind Examples about the things they know best. Look for examples of growthmindset and fixed mindset inbooks Talk about the mindsets in famous individuals Great examples of growth mindsets: Michael Jordan (cut from high school basketball team) Walt Disney (first company went bankrupt) Dr. Seuss (first book was rejected by 27 publishers) Thomas Edison (sent home from school because he was toostupid to learn anything; later said I never failed once. I inventedthe light bulb. It just happened to be a 2,000-step process.") Point out examples in the classroom and school 15. Emphasize Effort Praise students for their effort rather than the finalresult Keep a weekly Effort Log Start a classroom Wall of Effort toinclude famous individuals andeveryday people Display work that demonstratesgreat effortThe only thing you can do Effort Ticketseasily is be wrong, and thatshardly worth the effort. 16. Study the Brain Teach students the basics of how the brainworks Bring up lessons in context (Example: talkingwhile others are reading) Learn about how thebrain makes newconnections and whathappens to bored,underused brains(www.Brainology.us) 17. Build Your Brain Help students to imagine the brain as a musclethat can get stronger through workouts or witherif not challenged Teach students about learning styles and helpthem to discover their own Provide problem-solvingscenarios that encouragegrowth mindset thinking Draw mind maps and thinkabout how they change aswe learn more 18. Ah, this is fine," hecried triumphantly, holdingup a small medallion on achain. He dusted it off, andengraved on one side werethe words "WHY NOT?""Thats a good reasonfor almost anything - a bitused perhaps, but still quiteserviceable. 19. ReferencesAtwood, J. R. (April, 2010). Mindset, motivation and metaphor in school and sport: Bifurcated beliefs and behavior in two differentachievement domains. Paper presented at the meeting of the American Education Research Association, Denver, CO. Retrieved fromhttp://www.eric.ed.gov/PDFS/ED509344.pdfBlackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: Alongitudinal study and an intervention. Child Development, 78(1), 246-263. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=9&sid=3805fb9b-c998-445f-8a5e-476c4db8b13a%40sessionmgr13Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House Publishing Group.Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39. Retrieved fromhttp://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=6&sid=4c0a8aa2-861c-482d-b223-1098ea72d9d5%40sessionmgr12Dyer, H. (1969). Issues in Testing. Retrieved from http://www.eric.ed.gov/PDFS/ED053164.pdfJacobson, M.D. (1999, April). I feel like Im the dumbest in the class: Effort, persistence, and achievement motivation in the classroom. Paperpresented at the meeting of the American Educational Research Association, Montreal. Retrieved fromhttp://www.eric.ed.gov/PDFS/ED437415.pdfSantrock, J. W. (2008). Essentials of life-span development. Boston, MA: McGraw-Hill Higher Education.