The Mindset Revolution: Teaching Mathematics for … Mindset Revolution: Teaching Mathematics for a Growth Mindset So What Now? Thoughts, comments and next steps from delegates attending

[Type text] www.ncetm.org.uk/glow

@GLOWmaths

Balcarras Teaching School

The Mindset Revolution: Teaching Mathematics for a

Growth Mindset

So What Now? Thoughts, comments and next steps from delegates

attending the Jo Boaler Growth Mindset Revolution Conference

18th December 2014


@GLOWmaths


Something I didn’t know …

Exposing children to problems and then teach methods leads to higher achievements. The work heterogeneity. Mistakes grow synapses UK has the biggest gender gap in mindset belief at Maths (between growth and fixed). That actually there isn't a maths brain not a maths brain gene. I believed the myth. Every mistake grows a synapse! Making mistakes grows the brain Question types can cause fixed mindset. The brain grows when you make a mistake. Advancements in brain research. Making mistakes grows the synapses Gender gap in UK became pronounced with introduction of SATs. We have a memorizing culture in Maths in the UK. We are one of the worse in gap between boys and girls. Gender gap in UK is biggest. Fixed mindset affects high-achieving girls You have an online student course on mindsets that is free. Your brain doesn’t grow when you get it right. Brain grows even when make a mistake that you don’t know you've made. UK so reliant on memorisation as a learning tool. Synapses for mistakes Synapses for mistakes UK has biggest gender gap in mindset and 2nd highest for number of memorises. UK has biggest gender gap in mindset beliefs. The gender gap with fixed mindset. Speed is not important!


@GLOWmaths


Emphasis on speed can be more damaging than I thought. The brain grows when you make a mistake. The brain grows when you make a mistake. How nature of growth mindset tasks can make such a difference in achievement Gender gap re growth mindset The UK has the 2nd highest number of memorizers The information about gaps in the UK Some forms of praise are very damaging Gender differences in maths Girls under perform under pressure youcubed.org Impact of speed on marks There are two types of mindset messages' - more feedback Mistakes scientifically proven to create new synapses Timed tests affect working memory part of brain. A synapse grows with each mistake The brain grows every time you make a mistake Gender Gap - PISA 2012 - UK biggest gender gap Brain research on power of making mistakes Brain synapses. Gender gap Youcubed web resources Schwarz/Branford research on problem before explicit learning Mistakes create links/synapses What happens in my brain when I make a mistake! UK 'faulty memorisers' ranked 64th of 65 in the world Synapses are like footprints in the sand That a new synapse is formed after a mistake Maths can be learning based not performance based That a mistake 'grows' the brain That high achieving girls have most fixed mindset The power of mistakes The online course and online materials UK 2nd highest in PISA for memorisers UK 2nd highest in PISA for memorisers Links between brain capacity and mistakes/struggle The destructive role of memorisation methods That new synapses when mistake (even if not know) but NOT when get right


@GLOWmaths


Something I found interesting …

Times table test - study on how strategies as opposed to skills lead to higher achievement and skills become automatic block problem. 100 grid/dice problem. Problem solving first - higher achievement When you make a mistake your brain grows. Not do timed times table tests. To try and connect 2 sides of the brain. Visual - symbolic I wasn’t bad at maths when I was in primary just slow How much changing the language 'see' can change how you approach a problem. One sentence of feedback can make a huge difference - encourage belief in them. Looking at task resources/ways of redesigning. Notion of role learning and speed. Synapses grow when you make a mistake. The video of the pupils. Years arguing about the Maths. Mistakes make brain connections grow even though you don’t realise. Mistakes are powerful, even when you don’t realise. Why?? Praise between 0-3 affects mindset. General mindset intervention is not as good as "within maths" intervention. www.youcubed.com

A different way of teaching algebra - the case study. Multiple methods of 'seeing' the problem Encouraging growth mindset. Encouraging growth mindset. Too much answer time not enough learning time. Every error made - your brain grows About brain science findings.


@GLOWmaths


Everything throughout. The link between seeing maths visually and how that can be used to approach a task. Synapses fire when you make a mistake Practical ideas - reinforcement of visual and abstract to empower learners. Experiment before teaching methods helps change how children think UK at extreme positions on 2012 PISA gender gap re mindset and highest memorisers memorizers Answer time is not learning time. Speed is bad. I love this - I have always found marking fast in maths causes me to be anxious. growth v's fixed mindset Making mistakes builds synapses mistakes means brain growth Ask the problem before the teaching Brain research Video footage with Summer School. Students making such progress with an open problem Every mistake grows a new synapse Adjusting tasks 'Transforming a maths task' connection b/w working memory and anxiety Tasks need to give kids space to learn The whole growth mindset - everything. Mistakes Impact of growth mindset from age 0 -3 ALL resources for math tasks Gender gap info Power of language Automaticity/fluency via numerical relations and understanding Approach to problem solving in US compared to UK Ideas behind shifting the fixed Maths Mindset Automatically can be reached through understanding of numerical relations The taxi drivers 'hippocampus decreased again when they stopped taxi driving That the online course is available again for students questioning around tasks can be as important as the tasks themselves. Any task can be a growth mindset task. Mistakes 'grow' the brain working memory and anxiety relationship The many different ways that people 'saw' the shape growing problem Power of asking children to visualise what is happening and then discuss different ways of seeing it. That making mistakes can create new synapses with conscious awareness of the mistake UK bottom of list for memorizers in PISA Work out a problem before they are taught, then fail - primed for being taught the lesson Deriving the number facts = higher achieving.


@GLOWmaths


Something I definitely need to do … Use 'How to learn maths' for students course. Encourage mistakes. Use maths activities that are more open. Allow for problem solving before teaching method. Investigate GLOW and you cubed further. Keep those ideas alive/in mind during teacher training. Reflect Take away timed times tables tests. Stop timed interventions. Reinforce growth mindset. Get my department to STOP setting! And start using open questions. Look at youcubed.org. Look at website youcubed. Feed back to colleagues Remove memorisation as much as possible. Use more open tasks and get student to try task before teaching the techniques. More open/visual problems. Look at tasks on youcubed. Set the problem before teaching the method. make the parents that I work with know the danger of making children work quickly under pressure. Encourage more reasoning. Get pupils to explain their answers. Lead of faith to open teaching. try the how to close 100 activity Think more about giving students time to think and look at the maths. Try and introduce a curriculum where open ended task are there. Revise awareness of teachers. TAs I work with.


@GLOWmaths


Unpick PISA data. Children to try to solve a problem before they are taught the method/procedure. Explore the online course on Mindset for Pupils Read Jo's book. Explore the web links. Highlight the importance of mistakes in my class. No timed conditions. Stop timed maths tasks within our school Reflect and ensure messages are shared and available as widely as possible. The Stanford online course for students. Open up tasks. Problems before methods Encourage parents to STOP saying its okay to be bad at maths because they were. consider whether to 'set' for maths. Use open ended investigations stick to conviction that open ended is the way. Plan far more of it. Open tasks in lessons Do more investigation Sign up to youcubed. Sign up to youcubed and online course Adjust memory scheme at school accordingly pose Qs before 'teaching' a lesson Create/encourage ways of seeing. Do more sceptic Pass on these messages to other teachers Look at JB's student course Plan to address gender gap in schools Change my tasks to be open-ended, etc. Impact this to teachers- work with Doing it already! Ensure assessment is less stressful on working memory Talk with colleagues about their own approach to Maths From next year move to mixed ability with Year 7. Re sunder the scheme of learning. keep fighting Get my student improving their mindset! use growth mindset praise - well done, you tried really hard. Shift the teaching to be predominantly problem, then teach strategy use more open questions Put up a big colourful post in my children's maths classroom showing a brain growing as mistakes are made. Sign up for info on youcubed and online course. Transform tasks in the classroom. Tell my class about brain synapses and that great mathematicians think slowly and deeply. Visit youcubed and watch growth mindset student course. Ensure teachers I work with know about memorisers v strategy students/performance. Read Jo's book. Explore the web links. Look at how 'speed 'can be removed. Pass on info re creation of maths anxiety.


@GLOWmaths


We need to change the views of maths policy makers. How can our policy makers not use this research when making policies? Change their mindset!!!

Food for thought @JoBoaler – three course dinner and mints in fact. Thank you. #YesUCan #MathsMindset

Grow your brain – make more mistakes

Students belief is the most important determinant of success!

Maths without reasoning isn’t maths

Maths should never be associated with speed

It’s OK to make mistakes #YesUCan


@GLOWmaths


Students need to see math in their own way and reason. Follow up with ‘math’ so that it makes sense and the students can draw conclusions

Consider why speed is valued in mathematics

Maths without reasoning isn’t maths

You can increase your ability through effort

More learning time! #YesUCan

Maths is about understanding and creativity, not memorising and calculating at speed

Mistakes make us grow

Documents

The Mindset Revolution: Teaching Mathematics for … Mindset Revolution: Teaching Mathematics for a Growth Mindset So What Now? Thoughts, comments and next steps from delegates attending