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

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

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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.

Grit/Resilience Pilot Program Research

• 7 Mindsets - Ultimate Life Summit Summer 2014Emory University, Georgia

• Mixed MethodologyQuestionnairesOpen-Ended Questions

• 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%

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Optimism Self-Efficacy Adaptability

PrePost

Sense of MasteryRe

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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.

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45%

21% 23%

82% 85%

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Trust Support Comfort Tolerance

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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

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Sensitivity Recovery Impairment

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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.

LIBERTY MIDDLE – WEST FARGO, ND

Michelle WeberPrincipalLiberty Middle SchoolWest Fargo, ND

Creating a Culture

where it is

Cool to Care

Relationships and EngagementInviting School Success

Capable of doing the workCompetency

Survey results from students attending the STEM Center from 2009-2013

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2009-10 2010-11 2011-12 2012-13

Inclusion

Affection

Control

Competency

LIBERTY MIDDLE SCHOOL CULTURE

S’mores Site

https://www.smore.com/w7u2x

We are Connected

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.

Documents

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