Perseverance and Resilience How do we teach it? How do we get it? I want some!

Perseverance and Resilience

How do we teach it? How do we get it?

I want some!

Activity

• Brain Teaser!

Activity

Below is a list of human attributes. Which ones are static/unchanging and which are unfixed/flexible?

• Psychopathology• Sexual orientation• Intelligence• Creativity• Adult height

Growth vs Fixed Mindsets• Mindset – a set of beliefs or a way of thinking

that determines one’s behaviour, outlook and mental attitude.

• Growth Mindset – Intelligence is a quality that can be changed and developed (Dweck, 2008)

• Fixed Mindset - Intelligence is a fixed trait (Dweck, 2008)

The Brain is like a muscle – it gets smarter the more it ‘works out’.

Research shows that intelligence is malleable

Evidence of neuralplasticity

An illustration of a synapse, which won first prize in the illustration category in the 2005 Science Magazine and NSF Science and Engineering Visualization Challenge.Credit: Graham Johnson/NSF

Image from: http://www.livescience.com/505-adult-brain-cells-growing.html

Can gaining a growth mindset really affect learning outcomes?

• Many studies have shown statistically significant increases in learning outcomes via a range of growth mindset related interventions.

• These are brief, simple interventions that any teacher can implement.

• Growth mindsets enable resilience and perseverance.

Strategies for building growth mindsets

Build a Growth Mindset culture in your classroom through a collaborative process – Engoori.

(developed by Scott Gorringe, Director of MurriMatters)

What is Engoori?

A strategy with Indigenous roots, for developing a new culture/way of being together for the best outcomes for all.

Remember – cultures are a collective way of - Perceiving Thinking Judging Responding Behavingthat characterise any group of people.

Values that support a Growth mindset culture

Brainstorm

Behaviours or habits that support Growth Mindset values

• Responding effectively to constructive feedback – with possibility not defensiveness.

• Willingness “to have a go.” • Learning from mistakes.• Being ‘present’ in class.• ????? Any more

Beliefs that support Academic Growth Mindset

I belong in this learning community.

I can change my abilities through effort (a growth mindset).

I can succeed.

This work has value and purpose for me.

Unconscious underlying cultural assumptions - Warning!!

• Beliefs – – “It doesn’t matter how hard I work, I am just

not academic.”– “Kids doing a tertiary package will do better in

life than the accredited kids.”• Values –

– “Sport is better than academics.”– “Education is a waste of time.”

• Stories/narrative – – “No one in my family finished school so I don’t

see why I will be any different.”

How can teachers foster growth mindsets?

• Give constructive feedback to students with the underlying belief that they will and can improve.

E.g. “Your thesis might be clearer if you state, point by point, your opponent’s view, as clearly and objectively as you can. Then you can deal with each of the arguments and show the weakness in the position.”

• See effort as the path to mastery - Specific praise – praise effort not qualities

Do:“I am impressed with how much revision you did for the

math test.”“This chemistry problem is really hard, but you are

sticking at it. Well done.”

Don’t:“Wow you got such a high mark – you’re so smart!”

• Persist in the face of setbacks - Show students strategies they can use when they become stuck e.g. use the 5Bs:

1. Encourage students to think about it first (Brain),

2. Look in their notes/text book/internet,3. Look on the board (or a display)4. Ask a friend (Buddy). 5. If after all of this they are still stuck, ask the

teacher (Boss)

YET