1

Mindset In-service

Currie Cluster

January 6th 2016

1 Ice Breaker

On the table in front of you there will be:

1.A Tangram task2.A horse and rider task.3.Working as a team of 4 work

through the instructions and complete the tasks.

Task 1 - Tangram

Make a square using all of the pieces in your envelope

Task 2 - Horse and RiderCut out the Arrange these three pictures to produce two identical pictures of a horse and rider. Please note, you do not have to tear or fold any of the pieces of paper

Answers

Task 1 Tangram Task 2 Horse and Rider

The way you handled these

tasks would depend very

much on your belief in how

good you are at maths or

problem solving

Mindset What is it?

https://www.youtube.com/watch?v=brpkjT9

m2Oo

How does mindset affect learning and

confidence?

2. Beliefs

Where do they come from?

Why are they important?

What makes us, us?

Making links

between our

thoughts, feelings

and behaviour!

How beliefs and attitudes are formed and how they can shape our behaviour

How do beliefs impact on behaviour?

Everyone behaves and

acts not according to

the truth but what we

believe to be true.

Examples: Roger Bannister

and Cliff Young

Activity

Look at the sheet of sayingsSee if in your group you can finish the sentences

What do you notice about these sayings?

Which one that you particularly remember from your childhood?

Why are beliefs important?

• Our beliefs, values and attitudes

help us to structure and make

sense of the world around us.

• By ‘filtering in’ information that is

important, meaningful or which

aligns with our beliefs about

ourselves and others, and

• By ‘filtering out’ information that is

of no value to us at that moment

in time.

Important?

Meaningful?

Our filters in action

How many Fs are in the following statement?

Feature films are the result of years of scientific study combined with the experience of years.

Old Lady / Young Lady

What is the truth?

And now?

Aoccdrnig to rscheearch at Cmabrigde Uinervtisy,

it deosn't mttaer in waht oredr the ltteers in a wrod

are, the olny iprmoatnt tihng is taht the frist and

lsat ltteer be at the rghit pclae. The rset can be a

toatl mses and you can sitll raed it wouthit a

porbelm. Tihs is bcuseae the huamn mnid deos

not raed ervey lteter by istlef, but the wrod as a

wlohe.

Taken from http://www.eyetricks.com/wordjumble.htm

Our filters in action

Why what we think matters

We all have habitual ways of explaining events:

• pessimists explain setbacks/problems by ‘Me,

Always, Everything’

• optimists explain setbacks/problems as ‘Not Me, Not

Always, Not Everything’ .(Seligman, 2006)

We can challenge and change negative thinking:

• be alert to ‘red flags’• eg using words such as ‘everybody’, ‘nobody’, ‘always’,

‘never’, ‘should’, ‘must’

• reflect on the things going well in our life • eg Gratitude Exercise.

We gravitate towards dominant

opinions and thoughts

Roger Screws Up

Saltwood Diagram

3. Growth and Fixed Mindsets

Born SMART….?

Are we born smart or stupid?

Is intelligence fixed from birth?

Do we have ‘built-in’ talents as a baby?

Or… do talents, abilities and intelligence itself grow from experience??

What we’ll be looking at

At birth, we can’t WALK or TALK

These abilities don’t pop up overnight….

….. they DEVELOP as we LEARN!!

Importance of development

Good at maths?

Good at acting?

Good at science?

Good at music?

So, are we born…

Was Einstein born a genius?

Was Michael Jordan bornslam dunking?

Was Justin born a POPSTAR?

‘People are made, not born’

The ‘growth mindset’

What can we learn about learning

from animals?

Ratty intellect…

BORING

Nothing to do in the cage but eat

and sleep

– No stimulation

EXCITING

Cage had opportunities for rats to play and

interact

– Lots of stimulation

Lab rats were placed in 2 different environments:

After a while, the stimulated rats were found to be smarter than the boring rats.

Their brains were even HEAVIER than the boring rats.

Rat results

What do you think?

Are our abilities

determined from

birth?

People have increased their IQ by 30 POINTS

With the right mindset people can achieve more than an IQ test might

reveal.

Two beliefs about intelligence

4.Hare and Tortoise Video

https://www.youtube.com/watch?v=-_oqghnxBmY

5.Discussion about growth and fixed

mindset

Where do we see kids in Currie and

Juniper Green giving up?

10. Who is this?

https://www.youtube.com/watch?v=omPdemwaNzQ

I can’t do

This

I can’t do this

……….Yet!

The bar has been raised……….

“Progress is impossible without change, and those who cannot change their minds cannot change anything”

~ George Bernard Shaw

And what about pupil’s?

“The only thing we know about the future is that it will be different”

~Peter Drucker

How do we do it?

Modelling a Growth Mindset

Fostering a Growth Mindset

Fostering a Growth Mindset

task

Change statements and

pupil reports from a Fixed to

a Growth Mindset.

Modelling a Mindset

Task

Report Exercise

Look at the report in front of you.

How could you change this so that it

reflects more of a growth mindset?

Remember – you can’t do this………YET!!!

Re-enforcement

Learning Powers

Don’t give up, Donald Duck!

7. How do we respond to setbacks?

Nelson Mandela-The Living Spirit

Our greatest fear is not that we are inadequate.Our deepest fear is that we are powerful beyond measure.It is our light, not our darkness, that most frightens us.

We ask ourselves,Who am I to be brilliant, gorgeous, talented and fabulous?Actually who are you not to be?You are a child of God.

Your playing small doesn’t save the world.There’s nothing enlightened about shrinking the world so that other peopleWon’t feel insecure around you.We were born to make manifest the glory of God that is within us.

It’s not just in some of us, it’s in everyone.And as we let our light shine, we unconsciously give other people permission to do the same.

As we are liberated from our own fear,Our presence automatically liberates others.( inaugural speech 1994)

Leo Buscaglia

To try is to risk failure.

But risk must be taken because the

greatest hazard of life is to risk nothing.

The person who risks nothing, has

nothing, is nothing.

Her may avoid suffering and sorrow but

he simply cannot learn, feel, change,

grow, live and love.

Leo Buscaglia

Since Johnny Was Young

8. Famous Failures

normalising failure

Prime Minister

Winston Churchill

REPEATED a grade

during elementary school

He was placed in the LOWEST division of

the LOWEST class

Composer

Beethoven’s teacher called him a

HOPELESS composer

He wrote 5 of his greatest

SYMPHONIES while

DEAF

Writer

Leo Tolstoy dropped out of college

He was described as both “UNABLE and unwilling to LEARN"

Role models

….Einstein's teacher said that he was

‘academically subnormal’

….Michael Jordan's coach said that he wasn’t

more talented than other people…

…..Walt Disney was told that he lacked

‘creative imagination’

He went on to win the tour de France6 times.

Lance Armstrong came last in his

first professional race…

"he lacked imagination and had no good ideas”

Walt Disney was fired by a newspaper editor because…

Different ways people view failure

Some people view it as alearning opportunity. They value

learning.

While others view it asconfirmation that they are not

smart.

Why do people have different views of failure? Because they

have different goals….

Some people create learninggoals.

Others create performancegoals.

Effort:is it required for success?

Effort

Those with a fixed mindsetview effort as a reflectionof low intelligence.

Hard work means ‘I don’t get it’, ‘I’m unintelligent

Effort = lack of ability

Those with a growthmindset see effort as a necessary part of success.

They try harder when faced with a setback.

Effort = success.

They use effort to overcome difficulty.

Effort

People were asked about intelligence and how much they thought it was down to effort and how much they thought it was about ability

Intelligence=______% effort _______% ability

Fixed = 35% effort vs. 65% ability

Growth = 65% effort vs. 35% ability

Effort: mindset

Strategies:how to reach success

Strategies: growth mindset

People adopting a growth mindset tend to generate other, and new, ways to do things.

If one route doesn’t work they will try others.

They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.

Strategies: fixed mindset

Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when faced with a problem.

Then they disengage from the problem.

Finally, they give up.

Praise

People are very sensitive to the messages they receive about themselves.

The way we interact with young people can foster either a growth or a fixed mindset.

Praise for effort v. praise for ability.

Praise: ability

Praising for ability (e.g. talent or intelligence)

Can change a young person’s mindset from growth to fixed.

Encourages young people to create performance goals and display a helpless response when faced with challenges.

Encourages young people to lie about scores.

Undermines motivation and willingness to take risks.

Praise: effort

Praise for effort

Encourages people to adopt a growth

mindset.

Encourages people to create learning goals and display a mastery response when faced with setback.

Increases motivation and success.

Praise is not a villain

Good feedback is important

Constructive criticism is necessary if we want people to develop and learn.

Praise is not a villain – praising for the effort and the process will help the person become more motivated and ultimately more resilient.

Summary

A growth mindset helps people to be motivated

and to succeed.

A growth mindset can be learnt.

We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brain’s huge potential.

Role models give people evidence of the growth mindset in action.

In our Cluster we will:

Have high expectations for all our pupils

Ensure that we ( and pupils and parents) value effort and perseverance

Teach our pupils about neuroscience and that they can grow their intelligence

Ensure we don’t set limits through putting a pupil in a certain group/denying them the opportunity to try something more challenging

Model optimism – a growth mindset classroom is an optimistic classroom!

The Power of Yet- Utube Clip with Carol Dwek

https://www.youtube.com/watch?v=J-swZaKN2Ic

Brain Plasticity- Jodie Miller ( click box below to begin)