Helping Middle Level Learners Develop the Right Mindsets presented by: Dr. Mimi Gamel, Asst Principal•Autrey Mill Middle, GA Dr. Angela Shoemake, Asst Principal•Arnall Middle, GA Connie Stovall, Director of Instruction•Forsyth County Schools, GA Michelle Weber, Principal•West Liberty Middle School, ND Handouts for this session can be found on the AMLE2015 app
58
Embed
Helping Middle Level Learners Develop the Right Mindsets · 2015-10-17 · Helping Middle Level Learners Develop . the Right Mindsets. presented by: Dr. Mimi Gamel, Asst Principal•Autrey
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Helping Middle Level Learners Develop
the Right Mindsetspresented by:
Dr. Mimi Gamel, Asst Principal•Autrey Mill Middle, GADr. Angela Shoemake, Asst Principal•Arnall Middle, GA
Connie Stovall, Director of Instruction•Forsyth County Schools, GAMichelle Weber, Principal•West Liberty Middle School, ND
Handouts for this session can be found on the AMLE2015 app
Presenter
Presentation Notes
If you could use one word to describe the culture of your dream school, what would that word be?https://www.polleverywhere.com/free_text_polls/gDAC6C36xeWb5Cj
What are the barriers keeping you from experiencing your
dream school?
WHAT ARE YOUR CHALLENGES IN STUDENT MOTIVATION, RESILIENCE,
TRANSITION PLANNING AND GRADUATION RATES?
HS Graduation
1 out of 5
American Teens Are Stressed and Bored.It’s Time to Talk About Feelings
Ranked in the bottom quarter among other developed nations on measures of well-being,
life-satisfaction, and relationship quality, according to a recent UNICEF study
TO START – READ THE TIME ARTICLE
CORE EMOTION COMPETENCIES
• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible Decision Making
• Source: The Collaborative for Academic, Social, and Emotional Learning
US DEPARTMENT OF EDUCATION
2015 Skills for Success Initiative
“Grants provide funds for the implementation, evaluation, and refinement of existing tools and approaches (e.g., digital games, growth mindset classroom activities, experiential learning opportunities) that integrate the development of students’ non-cognitive skills into classroom-level activities and existing strategies designed to improve schools.”
THREE KEY FACTORS
• AGENCY• INTEGRATED IDENTITY• COMPETENCIES
INGREDIENTS OF SUCCESS
AGENCY
• Is the ability to make choices about and take an active role in one’s life path, rather than solely being the product of one’s circumstances.
• Requires the intentionality and forethought to derive a course of action and adjust course as needed to reflect one’s identity, competencies, knowledge and skills, mindsets and values.
INTEGRATED IDENTITY
• Is a sense of internal consistency of who one is across time and across multiple social identities (e.g., race/ethnicity, profession, culture, gender, religion)
• Serves as an internal framework for making choices and provides a stable base from which one can act in the world.
COMPETENCIES
• Are the abilities that enable people to effectively perform roles, complete complex tasks, or achieve specific objectives.
• Successful young adults have sets of competencies (e.g., critical thinking, responsible decision-making, ability to collaborate), that allow them to be productive and engaged, navigate across contexts, perform effectively in different settings, and adapt to different task and setting demands
UNDERLAYING CAPACITY
• SELF-REGULATION
• KNOWLEDGE AND SKILLS
• MINDSETS
• VALUES
SELF REGULATION DEFINITION
• Awareness of oneself and one’s surroundings
• The ability to manage one’s attention, emotions, behaviors in goal-directed ways
KNOWLEDGE & SKILLS DEFINITION
• Knowledge is the sets of facts, information, or understanding about oneself, others and the world
• Skills are the learned abilities to carry out a task with intended results or goals
MINDSETS DEFINITION
• Beliefs and attitudes about oneself, the external world, and the interaction between the two.
• Default lenses that individuals use to process everyday experiences.
• Reflect a person’s unconscious biases, natural tendencies, and past experiences.
• Are malleable, they tend to persist until disrupted and replaced with a different belief or attitude.
VALUES DEFINITION
• Enduring, often culturally defined beliefs about what is good or bad, and what is important in life
• Both the moral code of conduct one uses in daily activities and long-term “outcomes” of importance that may not necessarily have a right or wrong valence.
• Develop through a process of exploration and experimentation, where young people make sense of their experiences and refine what they believe in
EXPERIENCES AND RELATIONSHIPS
It is through ongoing cycles of age-appropriate action and reflection experiences that young people build the four foundational components (self-regulation; knowledge and skills; mindsets and values), and develop agency, an integrated identity, and competencies.
1 Amazing Discovery
3 Years• 2,000 People Studied• 400 Live Interviews• 200 Books Deconstructed• Researched the Research
=
LEARNING OBJECTIVES
MINDSET 4 LEARNING OBJECTIVES PER MINDSET
Everything is Possible Dream Big, Embrace Creativity, Think Positive, Act & Adjust
Passion First Focus on Strengths, Explore Your Interests, Take a Stand, Be Authentic
We Are Connected Embrace Everyone, Maximize Positive Relationships, Dream Team, Lead with Value
100% Accountable Own Your Life, Overcome Limiting Beliefs, Focus Your Energy, Grow Through Life
Attitude of Gratitude Treasure Yourself, Be More Grateful, Thank It Forward, Elevate Your Perspective
Live to Give Stretch Yourself, Make a Difference, Receive Gracefully, Create a Legacy
The Time is Now Embrace Every Moment, Get into the Zone, Let Yourself be Vulnerable, Act with Purpose
FACILITATOR PORTAL
Connie StovallFormer Principal, Liberty Middle School –Cumming, GA
Current Director of Instruction, Forsyth County Schools
GA SCHOOL CLIMATE RATING
College and Career Readiness Performance Index
Middle School
Achievement Progress Achievement Gap
Challenge –ED/EL/SWD Performance
Challenge –Exceeding
the Bar
School Climate Star Rating
Arnall 53.5 16.9 7 3 1
Liberty 58.9 17.3 15 1.8 .4
AutreyMill
58.1 16.6 13 3.3 1
STAFF ENGAGEMENT
BUILDING CLIMATE MESSAGING
Dr. Angela ShoemakeAssistant PrincipalArnall Middle School Newnan, GA
CHOOSING TO REVERSE
Presenter
Presentation Notes
So, before we talked about the research data, we quickly discussed the difference between fixed mindset and growth mindset. What type of mindset do you have as a parent, as an educator (teacher or administrator), as a agent of change in your community? Carol Dweck in her most famous work, Mindset: The New Psychology of Success , states that one of the most basic beliefs people carry about themselves has something to do with how they view and inhabit what they consider to be their personality . In other words, what we think and how we think fuel our behavior and predict our success. A “fixed intelligence mindset,” according to Dweck, holds on to the belief that a person’s intelligence, character, and creativity are all static givens that they can change, and that the affirmation of that inherent intelligence is success. To carry on the sense of being smart or skilled in a fixed mindset, one must strive for success and avoid failure at all costs. On the contrary, a “growth intelligence mindset” seeks challenge and believes that failure is not a proof of unintelligence but an encouraging springboard for growth and development. In her two decades of research, Dweck discovered that the view you choose to embrace for yourself deeply affects how you live your life, determining whether you become who you want to be and whether you achieve what you value.
DISCIPLINE DATA
65
30
92
50
Aug-Dec 2013 Aug-Dec 2014
Liberty Middle SchoolDiscipline Referral Comparison Data
# of Students # of Events
Dr. Mimi GamelAssistant PrincipalAutrey Mill Middle School Johns Creek, GA
TEST SCORES IMPROVE
CRCT Math Scores at Crabapple Middle School 7 Mindsets Pilot Cohort
2.5 times the number of students
Presenter
Presentation Notes
To be able to collect data regarding the effectiveness of the program, we decided to use the CRCT or Criterion Reference Competency Test, which the district used as a means to retain or promote students at that time. We looked at the math scores and compared the students’ individual results from Spring of 2010 to the test results from Spring 2011. As a group, 82% of the students passed the CRCT in 2011 compared to only 23% of them a year before. The numbers were a clear example of a mind shift focused on goal setting and a new believe on personal accomplishments. These students had the ability to not only achieve academically, but once given opportunity to believe in themselves as positive contributors to society, they became extraordinary youths. As a researcher I understand that there are multiple variables that impacted these results, but undoubtedly, one of those variables was the teaching of these seven mindsets.
• InstrumentsPre- and Post-Grit-ScaleResilient Scale for Children and Adolescents
• Participants45 students from 10 countriesAges: 10 -18
Presenter
Presentation Notes
We must understand that as educators, the mindset shift must begin with us. We need to understand grit and resilience and the process by which we teach these two non-cognate traits to our children. In the summer of 2014, the 7 Mindsets put together a week-long 7 Mindsets Summit where students from all over the world met at Emory University, Georgia. The purpose of this Summit was to deliver the 7 Mindsets in a more in depth and hands on fashion. Most of the students come to the Summit because their parents send them hoping for change of attitude or simply for the experience. In an effort to measure the impact of the 7 Mindsets on the perception on grit and resilience growth of the participants, we used two independent quantifying tools: Dr. Angela Duckworth’s Grit Scale and Sandra Prince-Embury’s Resilience Scale for Children and Adolescents. The data was collected in pre- and post- simple questionnaires using these two scales. The results were extraordinary. Granted, we were looking at the increase perception of both grit and resilience, what we were able to learn from the data proved more than a simple coincidence.
Grit Score
Presenter
Presentation Notes
Scoring criterions were developed to analyze the level of grit competency of the students. The analysis of the number of students scoring “high” on the post-test at the end of the program showed 87% of the students moving into this category, which showed 2.5 times the number of students achieving “high” on the Grit test. In other words, students perception grew exponentially in regards to their ability to develop short and long term goals and their persistency on reaching those goals.
Presenter
Presentation Notes
Resilience is the ability to rebound when confronted with adversity. According to Martin Seligman, the father of positive psychology, optimism is key to bouncing back from a negative experience. Seligman’s research served as a base for Sandra Prince-Embury’s Resilience Scale for Children and Adolescents. This questionnaire was originally developed to assess children and adolescent in need of therapy due to emotional issues. The questionnaire focuses on three primary components: Sense of Mastery, Sense of Relatedness and Emotional Reactivity.
18% 18%22%
78%
67%
98%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Optimism Self-Efficacy Adaptability
PrePost
Sense of MasteryRe
silie
nce
Presenter
Presentation Notes
The Sense of Mastery Scale focuses on the opportunities to interact with and enjoy cause and effects relationships with the environment. Optimism, self-efficacy and adaptability are three non-cognitive skills that helps you maintain a positive attitude as well as developing the skills to consider different opinions in problem solving. The difference between the pre- and post- scores shows the students’ growth in regards to their perception of their ability to look at life’s obstacles as an opportunity to learn. The three components (Optimism, Self-Efficacy, Adaptability) show and incredible improvement.
8%
45%
21% 23%
82% 85%
71%
85%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Trust Support Comfort Tolerance
PrePost
Sense of RelatednessRe
silie
nce
Presenter
Presentation Notes
The Sense of Relatedness Scale focuses on the capacity to be in a relationship and feeling securely connected to individuals in social context. It analyzes the level of trust, support, comfort and tolerance the children and adolescents have when connecting with others. The pre- and post- scores growth show the students increased perception of their ability to trust, ask for support, relate to others.
Emotional Reactivity
80%
98%
78%
67%
93%
71%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Sensitivity Recovery Impairment
PrePost
Resil
ienc
e
Presenter
Presentation Notes
Lastly, the Sense of Reactivity Scale focuses on pre-existing vulnerability, arousal and threshold to tolerance to stimulus prior to the occurrence of adverse events or circumstances. In this scale component we wanted the scores to decrease as the reduction would indicate lower levels of sensitivity, The Recovery and Impairment components also showed a decrease in figures. This drop represented that the students had developed a perceived sense of bouncing back after unexpected setbacks as well as maintaining an emotional equilibrium when provoked. The changes these adolescents experienced after a week at the Ultimate Life Summit, which focused on possibilities, passion, connectivity, accountability, gratitude and giving became the groundwork for a life-changing experience. They learned that life needs you to be prepared, positive, and present.
From what you know about mindsets, what are some of the benefits of having a growth mindset in the middle school classroom?
Presenter
Presentation Notes
From what you know about mindsets, what are some of the benefits of having a growth mindset in the middle school classroom? Here is a great example (video) of someone that exemplars a growth mindset… (Michael Jordan).
Session EvaluationLet us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the back of the program book.
CEU Code:
VY-14
CEU CodeEarn Continuing Education Units (CEU) to maintain your teaching certification. Write down the CEU Code for every session you attend on the CEU card located in the back of the program book.