2. Quiz-Quiz-Trade
*Take a statement from the center of your table.
*Choose your % of agreement (from 0-100%).
-totally agree 100%
-totally disagree 0%
*Stand up, hand up, pair up
-with someone holding a different colored paper
*Share statement, % agreement, and reasoning and listen
to partner’s statement, % agreement, and reasoning.
*1 minute per pair up
-wait for announcement to switch partners
*4 total pair ups
*We will revisit these statements later.
3. Intelligence is fixed and cannot be changed.
100%
Agree
0%
Disagree
Motivation is determined more by external
conditions than internal drive.
0%
Disagree
100%
Agree
Quiz-Quiz-Trade
4. People care less about what you do than
why you do it. 100%
Agree
0%
Disagree
It is important to praise student ability and
intelligence to build student confidence.
0%
Disagree
100%
Agree
Quiz-Quiz-Trade
5. Extrinsic rewards work well to motivate
students to learn. 100%
Agree
0%
Disagree
The more intelligent you are, the less likely
you will persevere through challenges.
0%
Disagree
100%
Agree
Quiz-Quiz-Trade
6. Raising expectations can set lower performing
students up for failure and cause them to give up.
100%
Agree
0%
Disagree
Effort can be taught.0%
Disagree
100%
Agree
Quiz-Quiz-Trade
7. Quiz-Quiz-Trade
*Take a statement from the center of your table.
*Choose your % of agreement (from 0-100%).
-totally agree 100%
-totally disagree 0%
*Stand up, hand up, pair up
-with someone holding a different colored paper
*Share statement, % agreement, and reasoning and listen
to partner’s statement, % agreement, and reasoning.
*1 minute per pair up
-wait for announcement to switch partners
*4 total pair ups
*We will revisit these statements later.
9. Growth Mindset Essential Questions
1) How can YMS best motivate students to
maximize learning and achievement?
2) How can YMS use a Growth Mindset to
help us be more effective in responding to
the challenging work of focused school
improvement, school-wide goals, and
positive culture among students and staff?
10. To be able to articulate the differences between growth
mindsets and fixed mindsets.
To be able to describe student and teacher practices
that exemplify each mindset and to analyze how
environments and culture lead to the development of
both growth and fixed mindsets
To consider growth mindset as the “why” that drives
our “what” and “how”
To understand how growth mindset strategies can
increase student learning and motivation
Building Growth Mindsets at MS
Learning Targets:
11. A Need Across the Nation
In a 2012 survey of a diverse group of teachers
across the U.S., they listed student motivation as
the greatest challenge they faced in their efforts to
improve student learning. Chosen by a 2-1 margin
over any other answer, student motivation was
defined as “a desire to engage, an interest in
learning, and the ability to sustain efforts in the
face of challenges.” Carol Dweck’s research on
growth mindset has identified a core belief that
drives a pattern of motivation-related behavior
and outcomes.
12. A Need at YMS?
• “Get the kids that don’t care involved. Biggest challenge for me.”
• “Find a way for kids to care and find that drive (motivation).”
• “Give the students more work ethic and motivation. They sincerely think they
are working sooooo hard, but they do 15 minutes of homework a night.”
• [Find a way to] “make students responsible for their own education.”
• “I would make 9th graders care. I would make them realize they are only
hindering their future when they are apathetic.”
• “...effort appears to be dropping and we don't have many positive options for
students who are doing well already.”
• “Make [kids’] home life happy so they are all happy and not stressed at
school.”
• [We need] “some kind of master plan” and “A vision of something beyond
where we are now.”
From staff survey question: If you could wave a magic wand and
make YMS more awesome than it already it, what would you do?
13. See this handout
for a graphic
organizer on the
basic differences
between a fixed
mindset and a
growth mindset.
FIXED
vs.
GROWTH
14.
15.
16.
17.
18. Listen to each student speak about how they respond to challenges.
What do you hear that reflects either a growth mindset or fixed
mindset? Do you hear any students contradicting themselves?
https://www.youtube.com/watch?v=Sixp6QJP9rM
19. What do you hear that reflects either a
growth or fixed mindset?
https://www.youtube.com/watch?v=V61LCE2EKAQ&feature=youtu.be
20.
21.
22.
23. Mindsets and the Learning Environment
So the culture we create will influence the
mindset of students and staff.
24. Take turns with a shoulder partner generating examples
of a “fixed mindset” in contemporary popular culture.
(one minute). (Hint: Think of media messages and
popular sayings or slang).
29. 3 Key Strategies for Developing
Growth Mindset in the Classroom?
1. Create a risk-tolerant environment by
normalizing mistakes and “fast failures.”
2. Set and model high expectations through
high-challenge, high-support practices.
3. Praise effort and process, not ability or
intelligence. Avoid generalities such as “good
job” – praise specific behaviors and thinking
strategies that are within student control
30. Cold Call (by Popsicle Stick),
Stretch It (or Repeat), No Opt Out
What is the difference
between high standards
and high expectations?
31.
32.
33.
34.
35.
36.
37.
38.
39. Listen carefully to the experiments described in this video and how
students reacted to different forms of praise. What resonates with
you after hearing the results? How can this inform our instruction?
https://www.youtube.com/watch?v=NWv1VdDeoRY
49. Intelligence is fixed and cannot be changed.
Motivation is determined more by external
conditions than internal drive.
Quiz-Quiz-Trade Results
Growth or Fixed Mindset?
Growth Fixed
Growth Fixed
50. People care less about what you do than
why you do it.
It is important to praise student ability and
intelligence to build student confidence.
Quiz-Quiz-Trade Results
Growth Fixed
Growth Fixed
51. Extrinsic rewards work well to motivate
students to learn.
The more intelligent you are, the less likely
you will persevere through challenges.
Quiz-Quiz-Trade Results
Growth Fixed
Growth Fixed
Qualifying Statement: Research shows that extrinsic rewards have proven to work well at motivating
people to do simple tasks that are well within their abilities, but extrinic rewards actually decrease
performance results on creative and/or problem-solving tasks. For more complex, problem-based
tasks, the conditions of autonomy, mastery, and purpose must be present to produce motivation that
results in improved performance.
Qualifying Statement: This statement, whether it can be said to represent a fixed mindset or not, is
actually true. So if you agreed with the statement 100%, you were correct. Angela Duckworth’s
research on “grit” and perserverance showed an inverse relationship between talent and effort.
52. Effort can be taught.
Quiz-Quiz-Trade Results
Growth Fixed
Growth Fixed
Raising expectations can set lower performing
students up for failure and cause them to give up.
53. The Golden Circle
What
Every organization on the planet
knows WHAT they do. These are
products they sell or the services
they offer.
How
Some organizations
know HOW they do it. These
are the things that make
them special or set them
apart from their competition.
Why
Very few organizations know WHY
they do what they do. WHY is not
about making money [or for us,
student achievement]. That’s a result.
It’s a purpose, cause or belief. It’s the
very reason your organization exists.
Growth Mindset is Our “Why”
Our SIP Work, School-wide Goals,
Teaching Framework, PBIS
Tasks, strategies, culture, supporting
each other (“All In”)
All about growth – student learning &
behavior, professional learning
54. The Golden Circle + Human Brain
People respond to the “feeling” of a message first before
even trying to comprehend the logic of the message.
55. What drives motivation in students?
Autonomy
(the urge to direct their own learning; having choice)
Mastery
(the desire to get better and better at something that
matters; having useful feedback)
Purpose
(the yearning to do work that is relevant and in the
service of something greater than ourselves)
56.
57.
58.
59. Exit Question / Feedback
How could practicing Growth Mindset as a
staff and teaching it to students help us
improve teaching and learning at YMS?
Continue the Conversation, Keep the Learning Going
Ask me more questions.
Give me your ideas.
Talk with your fellow staff members.
Explore the resources sent to you by email today.
Review this PowerPoint (sent to you by email).
Listen and watch for “mindset” in what others say and do.
Try the strategies in your classroom.
Editor's Notes
Using Kagan strategies now. See, I am trainable!
Using Kagan strategies now. See, I am trainable!
Very few people and organizations can clearly articulate WHY they do what they do. Why is a purpose, a cause or a belief. It provides a clear answer to Why we get out of bed in the morning, Why our company even exists and why that should matter to anyone else.
Making money is NOT a Why. Revenues, profits, salaries and other monetary measurements are simply results of what we do. The Why inspires us.
None of this is opinion. It’s all grounded in the tenets of biology. If you look at a cross-section of the human brain, what you see is that it is actually laid out in three major components that correlate perfectly with The Golden Circle.
Our newest brain, our Hom-sapien brain, our neo-cortex, corresponds with the What level. The neo-cortex is responsible for all of our rational and analytical thought and language.
The middle two sections make up our limbic brain. Our limbic brain is responsible for all of our feelings, like trust and loyalty. It’s also responsible for all human behavior, all decision-making, and it has no capacity for language.
In other words, when we communicate from the outside-in, though people can understand vast amounts of complicated information like features, benefits, facts and figures, it just doesn’t drive behavior. When we can communicate from the inside-out, we’re talking directly to the part of the brain that controls behavior and decision-making, and then people rationalize their decisions with the neo-cortex. The neo-cortex, the thinking part of the brain, is always trying to understand and make sense of the world. This is the reason we think we’re rational beings when we’re really not. If we were, we would never buy a product or service simply because of how it makes us feel. We would never be loyal, we’d always just choose the best deal. We’d never care about trust, we’d only evaluate the numbers. But we don’t do that. We do choose one product, service or company over another because we feel we can trust them more. We do buy things that we think are worth extra money even though all the facts and figures may indicate there is no significant difference.
This is the reason we can say that people don’t buy What you do, they buy Why you do it and What you do simply serves as the tangible proof of what you believe.
For the Golden Circle to work properly, you must have clarity of Why, discipline of How and consistency of What you do. For others to know Why you do what you do, you must be clear first. You must hold yourself and your people accountable to your values and guiding principles. And everything you say and everything you do must be consistent. We live in the tangible world. They only way people will know what we believe is if we say and do what we believe. Again – people don’t buy What you do, they buy Why you do it.
