A Leaders Guide to Mindsets Classroom Teacher and Curriculum Leader - PDF document

A Leader’s Guide to Mindsets • Classroom Teacher and Curriculum Leader • Director Mindful by Design • Established and lead the Habits of Mind • International Af fj liate for the Institute for Teachers Network throughout Australia Habits of Mind • School Consultant • Author “Succeeding with Habits of Mind” • Led Habits of Mind Expo’s 2007,09,11, 13 • Certi fj ed by Mindset Works and online in 2014 james@mindfulbydesign.com 
 • Contributor to Costa and Kallick’s “Leading www.habitsofmind.org 
 and Learning with Habits of Mind” & “Habits www.mindfulbydesign.com of Mind Across the Curriculum” James Anderson • In studies of high achievers Dweck identi fj ed two “Mind Sets” Fixed Mind Set - believes their • abilities are fj xed, a part of who they are • Growth Mind Set - Believe their abilities are something they acquire • Success was most often related to the Growth Mind Set Mind Sets - Carol Dweck The Effect Size of Growth V’s Fixed Mindsets on student performance is 0.19 What does Hattie have to say about Mindsets?

… it’s because adults have a fj xed mindset, and keep treating students accordingly. The Number One thing we can do to change student mindsets is… …to change the teacher’s mindset! Developing a Growth Mindset isn’t a: 
 • Lesson • Strategy • Catch Phrase • School Structure • Reporting System • Feedback • Parents • …etc Changes in student’s mindset will occur when their everyday interactions with the world consistently reflect and reinforce a Growth Mindset.

False Mindsets … the belief that you can change your most basic characteristics …. But why? The idea that developing a Growth Mindset is simply about belief, has lead to a lot of “soft” approaches being adopted. “fix the students”

Text These approaches rarely address the underlying beliefs of teachers, and as a result fail to change teacher practice. V’s “I reckon” “I know”


 S t r e t c h your brain 
 to 
 Think Like A Growth Mindset Leader • Are you able to quickly predict • You might fj nd that you have a who’ll get the A’s in your class, and relatively fj xed view of students who’ll get the D’s? intelligence and ability. • Could you easily write the reports for your students after having met them for only a few weeks? • Do you believe student potential? Some testing questions.... Success Achieving a Goal that Requires Effort Intelligence Behaving in a way that brings about success

Think of someone you consider Successful Someone you admire for their abilities . This isn’t the same as their life style! This is someone you admire for 
 who they are and what they’ve achieved . Character. Abilities. Talents. Intelligence Why not you? What’s holding you back? How often do you see abilities presented like this?

The Greatness Gap What’s your excuse? Intelligence? Howard Gardener’s Multiple Intelligences • De fj ned as the ability to create something valued by society • Recognises that intelligence is not of one type • Acknowledges that individuals are born with differences • Asserts that everyone can develop and extend each of these intelligences A few modern philosophers … assert that an individuals intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism …With practice, training, and above all, method, we manage to increase our attention, our memory , our judgement and literally to become more intelligent than we were before. Measuring IQ - Alfred Binet

Lewis Terman - Genetic Studies of Genius • Developed the Modern IQ tests know as the Stanford-Binet IQ test • Genetic Studies of Genius • 1500 “Exceptionally Superior” Children • Tracked through School • Adult Achievers? • Follow Up Study - “Regrets of Ternman’s Geniuses Edward de Bono makes an analogy between innate intelligence / success and the car you drive: Innate intelligence = car you drive Success = how well you drive the car

Teachers and parents need to be the driving instructor. We have to teach children to use their minds WELL!! Intelligence? Can it be Learnt & improved? When we see achievements and abilities like this…


 … how inclined are we to say, 
 
 “they’re different”… … how inclined are we to ask, 
 “how is that done?” K. Anders Ericsson - The Acquisition of Excellence Do you have a good memory?

• Can an aspect of intelligence be improved? • Memory • Average student • Remembering strings of random digits • How many could you remember? • 1 hour practice a day • 190 Hour total Improving Aspects of Intelligence - The Story of S.F

Is I.Q. Important Can I.Q Change? for success? • I.Q is a relative score • Populations are measured, scores standardised and mean is de fj ned as 100 Number 
 Of People • What happens to scores over time? 100 Score Can I.Q scores change? - The Flynn Effect • What happens when scores from the 1900’s are compared to scores from today? 1900’s Today Number 
 • Average IQ scores have been increasing Of People by around 3 points every 10 years • By today’s standards your grandparents had average IQ of 60 - morons. 60 100 Score Can I.Q scores change? - The Flynn Effect • Success • IQ is not directly related to success. • Obviously our grandparents were successful • IQ can change • Changes in education and society have signi fj cant impacts on IQ The Flynn Effect - What does it mean?

Changing your brain! London Taxi Drivers Brains that change with learning! Street Map of London London’s “Tube” Network

Hippocampus Einstein’s Brain Cause or effect?

The lack of correlation between expertise and IQ scores demands nothing less than a whole new de fj nition of intelligence Intelligence represents a set of competencies [which are] in development. In other words, intelligence isn’t fj xed. Intelligence isn’t general, intelligence is not a thing. Intelligence is a dynamic, diffuse and ongoing process. Success and Intelligence - Robert Sternberg (2005) Born with Talent? Where does Talent come from?

Searching for the Signature of Talent Daniel Levitin studied top musicians at colleges for the arts • Soloists • Concert musicians • Teachers What separated these people? PRACTICE! Searching for Talent in Music The Truth About Talent No Naturals Amount�of�Talent�/�Ability No Talentless 
 hard workers Number�of�Hours�practiced� ? The Product of Practice Talents and Gifts - The Product of Practice

To what degree do our school structures 
 re fm ect and value this process? Practice? Is it really enough?

Purposeful Practice • Rehearsal is not the same as purposeful practice • Focus on improvement - working in “Goldilocks zone” 
 (a.k.a Zone of Proximal Development) • 10 000 hour rule* • In virtually every fj eld of endeavour it takes a out 10 000 hours of deliberate practice to achieve expert performance. • Only do approx. 3 hours a day • Often not enjoyable How to acquire talent To what degree do our school structures 
 re fm ect and value this process? Hi Dad Just got my maths test back very happy 44/48!!!!! And the marks a lost i know exactly why I lost them and I now know what I did wrong they were silly mistakes. I also got my skills review and i got 9/10!! The question that I got wrong was the one that I forgot to answer!! Silly me Canadian Ice Hockety Team

what about Prodigies, Giftedness and Savants? People make a great mistake who think my art has come easily to me. 
 No one has devoted so much time and thought to composition as I. Mozart extract: letter from Mozart to his father Talent is not the cause of something, but the result. It doesn’t create a process but is the end result of that process. Anders Ericsson A new Conception of Talent If you want your children to be talented.... You have to teach them how to become talented! James Anderson Teaching Talent

Benjamin Bloom Blooms Taxonomy and 
 one of the most cited educators states: After 40 years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What one person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning. Mindset • In studies of high achievers Dweck identi fj ed two “Mind Sets” Fixed Mind Set - believes their • abilities are fj xed, a part of who they are • Growth Mind Set - Believe their abilities are something they acquire • Success was most often related to the Growth Mind Set Mind Sets - Carol Dweck In a word, the difference between a fj xed and a growth mindset is the word YET The Growth Mind Set

400 7th Graders - all given a relatively easy non-verbal IQ test. Then… Growth Mind Sets - A Key Experiment For Educators Fixed - “You're smart” Growth - “You worked hard” Intelligence Praise Effort Praise Fixed - “You're smart” Easy Test? OR Harder Test that you might learn from? About half chose the easy test Intelligence Praise Growth - “You worked hard” Easy Test? OR Harder Test that you might learn from? 90% chose the hard test! Effort Praise