Parent info growth mindset
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This document provides an overview of a parent workshop on growth mindset at Aston Rowant C of E Primary School. The objectives are to share Carol Dweck's research on growth mindset, explain the concept, and discuss why teaching it is important. It contrasts fixed and growth mindsets, outlining their characteristics and impacts. Parents are encouraged to model a growth mindset, praise effort over intelligence, and support positive self-talk at home. Strategies are presented for developing a growth mindset in children through language, observation, encouragement, and children's literature.
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Parent info growth mindset
- 1. WELCOME TO Aston Rowant C of E PRIMARY SCHOOL GROWTH MINDSET PARENT WORKSHOP Monday 10th October 2016
- 2. Today’s objectives • To share Carol Dweck’s research • To explain the term ‘Growth Mindset’ • To discuss why we believe teaching about ‘Growth Mindset’ at Aston Rowant C of E Primary is so important • To share how we are embracing this concept here at our school • To invite you to support the concept in the home, too.
- 3. Intelligence Discuss what it means. 3
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- 5. Carol Dweck’s Self Theories • Carol Dweck has conducted research over the last 35 years with children and young adults. • She is particularly interested in how pupils view themselves as learners. • Their self-theory is likely to have a major effect on their self belief, motivation to learn and resilience. • Her theory is simple yet profound. • Her research is world renowned and adopted by parents, teachers, business leaders, relationship experts and sports coaches. 5
- 6. hought l 6
- 8. Characteristics of a ‘fixed’ mindset Repercussions My intelligence is a fixed trait – I have a certain amount of it and that’s that. I worry about how much intelligence I have and it makes me interested in looking and feeling as if I have enough. I must look clever and, at all costs, not look stupid. I feel clever when things are easy, where I put in little effort and I outperform my peers. Effort, difficulty, setbacks or higher performing peers call my intelligence into question, even if I have high confidence in my intelligence, so I feel stupid. I need easy successes to feel clever. Challenges are a threat to my self- esteem, so I won’t engage with them. I don’t want to have my inadequacies and errors revealed. I will withdraw from valuable learning opportunities if I think my inadequacies will be revealed. Even if I’m doing well initially, I won’t be able to cope with a problem or obstacle. I readily disengage from tasks when obstacles occur. 8
- 9. Characteristics of a growth mindset Repercussions Intelligence is something I can increase through my own efforts. I am keen to work hard and learn as much as I can. I acknowledge that there are differences between people in how much they know and how quickly they master things. I believe that everyone, with effort and guidance, can increase their intellectual abilities. I love to learn something new. I will readily sacrifice opportunities to look clever in favour of opportunities to learn something new. I am excited by challenge. I throw myself into difficult tasks – and stick with them. I set myself goals and make sure I have strategies to reach them. I feel clever when I am fully engaged with a new task, exerting effort to master something, stretching my skills and putting my knowledge to good use. (e.g. helping other pupils learn) 9
- 10. Which mindset do you believe to be closest to yours? Your children? Which mindset do you model? 10
- 11. Those pupils with a ‘fixed mindset’• Research shows more girls have a fixed mindset than boys in maths • ‘Higher ability’ pupils often have a fixed mindset; having always received praise for being ‘smart’, they won’t take on further challenges for fear of losing that ‘smart’ label • ‘Lower ability’ pupils with a fixed mindset perceive themselves as ‘not smart’ and only ever capable of tackling ‘easy’ tasks • These children see ‘failure’ as something to be avoided, so stay firmly in their comfort zone
- 12. View mistakes as an opportunity to develop Think about how they learn Higher Ability Pupils Hard Working Pupils Believe that effort creates success Resilient Believe that talents can be developed and great abilities can be built over time. Prefer to stay in their comfort zoneAre fearful of making mistakes Believe that talents and abilities are set in stone, you either have them or you don’t. Believe that talent alone creates success Think it is important to ‘look’ smart in front of others Reluctant to take on challenges Lower Ability Pupils Well behaved pupils
- 14. How are mindsets created? 14
- 15. What would you do? Nine-year-old Libby was on her way to her first gymnastics competition. Long-limbed, flexible and energetic, she was just right for gymnastics, and she loved it. She was a little nervous about competing, but she was good at gymnastics and felt confident about doing well. She had even thought about the perfect place in her room to place the trophy she would win. In the first event, the floor exercises, Libby went first. Although she did a good job, the scoring changed after the first few girls and she lost. Libby also did well in the other events, but not well enough to win. By the end of the evening, she had received no trophies and was devastated. What would you do if you were Libby’s parents? • 1. Tell Libby that you thought she was the best. • 2. Tell her she was robbed of a trophy that was rightfully hers. • 3. Re-assure her that gymnastics is not that important. • 4. Tell her that she has the ability and will surely win next time • 5. Tell her that she didn’t deserve to win.
- 16. Messages children hear “You learned that so quickly! You’re so clever!” Child hears If I don’t learn something quickly, I’m not clever 16
- 17. Messages children hear “You are brilliant! You got an A without studying.” Child hears I’d better stop studying or they won’t think I’m brilliant. 17
- 18. Messages children hear “Look at that drawing! Is he the next Picasso or what?” Child hears I shouldn’t try drawing anything hard or they’ll see I’m not. 18
- 19. Fixed mindset labels: Smart Cute Great Fast Best Pretty Well behaved Amazing The best Better than…………………..
- 20. The good news is…..mindsets can be changed! Ceres Primary School 20
- 21. Model a Growth Mindset Carol Dweck suggests the following 4 step plan Step 1: Learn to hear your fixed mindset “voice” Step 2: Recognise that you have a choice. Step 3: Talk back to it with a growth mindset voice. Step 4: Take the growth mindset action.
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- 23. Praise effort, perseverance, motivation and strategies – Process Praise • Well done – you’re learning to ……………….. • Good – it’s making you think – that’s how your brain is growing! • Every time you practice, you’re making the connections in your brain stronger. • Be brave. Have another go. Maybe this time you could…….. • You’ve worked hard on this and you’ve succeeded because of…..x,y,z (success criteria) • That picture has so many beautiful colours. Tell me about them. • You can use this mistake. Think about why it didn’t work and learn from it. Our language tells children what we believe and what we value. 23
- 24. If parents want to give their children a gift, the best thing they can do is teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way their children don’t have to be slaves to praise. They will have a lifelong way to build and repair their own confidence. Dr. Carol Dweck
- 25. Parents should not shield their children from challenges, mistakes, and struggles. Instead parents should teach children to love challenges. They can say things like, “This is hard. What fun!” or “This is too easy. It’s no fun.” They should teach their children to embrace mistakes.”Ooooh, here’s an interesting mistake. What should we do next?” And they should teach them to love effort: “That was a fantastic struggle. You really stuck to it and made great progress” or “This will take a lot of effort –boy will it be fun!” Dr. Carol Dweck
- 26. Be curious. Show an interest. Ask questions. • Tell me about it. • Show me more. • How did you do that? • How did you figure that out? • How many ways did you try before it turned out the way you wanted? • Are you pleased with it? • What do you think will happen if?
- 27. Observe and comment ……….. • You did it! • You put your own shoes on. • Your brother gave you a huge smile when you shared the bricks. • Those clouds are really big. • You have added lots of detail to the faces. • I noticed you are getting better at dribbling the ball. I remember when you couldn’t do that yet. • You worked out a way to share and play together.
- 28. Encourage positive self talk Yet 28
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- 35. Learning Journeys When Mrs Roberts told us we’d be learning about division I had a fixed mindset but then I thought come on give it a try and I found I started a growth mindset. The things that went well were, animation, fact finding, word art and background. We did well with co- operation, we listened to each other, we shared the work and NO ARGUMENTS! I now know that teamwork is everything! 35
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- 37. Learning as Car Journeys • Traffic lights • Roundabouts • Fuel stops • Up hills • Down hills • Look at maps/ask the way 37
- 38. Children’s Literature Teaching growth mindset through Literature Little by Little by Alison Stewart and Layn Marlow Perfect story to introduce growth mindset. About a little otter who wants to learn to swim. Your Fantastic Elastic Brain, Joann Deak This book explains how intelligence is expandable. Everyone can Learn to Ride a Bicycle, Chris Raschka The child in the story learns to ride a bike, by getting up time and time again, after a fall. Giraffes can’t Dance by Giles Andrae and Guy Parker-Rees The Dot, by Peter Reynolds The story of a child who believes she can’t draw, but her teacher tells her to ‘make a mark and see where it goes.’ Rosie Revere Engineer, by Andrea Beaty The story of a child who invents something that fails Ryan the Spy: and the Superhero Secret, by Jason Rago Talks about hard work and practice being the keys to success 38
- 39. Web Links https://www.youtube.com/watch?v=kXhbtCcmsyQ#t=14 Watch Carol Dweck, Young Minds, 2013 https://www.youtube.com/watch?v=pN34FNbOKXc https://www.youtube.com/watch?v=Wqo4c-FlFGE#t=13 https://www.youtube.com/watch?v=uXopVpQwivY 39
Notes de l'éditeur
- Again, discussing the definition of intelligence can be an interesting to establish whether people see intelligence as fixed or expandable (growth)
- To stimulate dialogue about intelligence (ability) it can be interesting to order successful famous people in order of intelligence.
- Shirley Clarke has found the research of Carol Dweck has particular significance when we think about learning culture. Carol Dweck is Professor of Psychology at Stanford University, California. She is author of “Self-Theories: Their Role in Motivation, Personality & Development (1999) and “Mindset: The New Psychology of Success” (2006). For the past 30 years she has been researching students’ self-theories – how they view themselves as learners. Her research has shown that about 40% of students see their intelligence as a fixed entity. They do not believe that anything that happens in school is likely to improve their intelligence. Consequently they are afraid of challenge, do not welcome feedback and react to failure by switching off. Some argue the number of learners with fixed mindset is much higher.
- Carol Dweck found that what mattered most in terms of motivation is whether we see ability as fixed (an entity learner) or growth (an incremental learner). Her simple thesis is that we all have one of two basic mindsets. With the fixed mindset, you believe talents and abilities are set in stone - either you have them or you don’t. That’s the path of stagnation. With a growth mindset, you know talents can be developed and great abilities built over time. That’s the path of opportunity and success.
- Taken from Shirley Clarke’s book – Unlocking Formative Assessment A discussion exercise – sort statements into categories. We have used child friendly wording with children.
- Scientists used to think that we had a fixed amount of brain cells and that we could never grow new ones. But in the past decade research has shown that the brain grows new cells everyday! The cells are grown in the hippocampus, an area important in memory and they travel to other areas of the brain. They also found that the brain grows more new cells when you are learning new information and skills! So, by learning and practising, you actually add brain cells as well as new connections.
- Babies are born infinitely curious, always experimenting, always learning, attacking the most difficult tasks of a lifetime with tremendous gusto like learning to crawl, walk and talk but yet just a few years later many of the same children are afraid of challenges, afraid of effort, afraid of setbacks, lacking motivation. Why is this? What causes their mindset to change? Carol Dweck has found a link between the language when giving feedback to children and the mindset they have. Feedback that focuses on pupils intelligence harms their motivation and their performance. If it is the norm to be praised for intelligence and talent, the minute they encounter an obstacle their confidence drops. If success means they are clever, then failure can only mean they are not, this hooks them neatly into a fixed mindset.
- Carol Dweck found through her research studies that when children are praised or given feedback for intelligence their performance declines over time. Praising children for intelligence rather than effort actually hinders performance drastically over time. It encourages a fixed mindset. Examples of well meaning praise. The child thinks if I have to put in effort then I must not be clever therefore I will disengage from tasks requiring sustained effort.
- Carol Dweck found through her research studies that when children are praised or given feedback for intelligence their performance declines over time. Praising children for intelligence rather than effort actually hinders performance drastically over time. It encourages a fixed mindset. Examples of well meaning praise. The child thinks if I have to put in effort then I must not be clever therefore I will disengage from tasks requiring sustained effort.
- Simple example, my daughter has recently managed to do her buttons on her clothes. Mum praised her by saying, “Look at how clever this girl is!? You can do your own buttons already. Well done!”
- Carol Dweck has also proven that we can change the mindset of our learners.
- Does this mean that we cant praise children enthusiastically when they do something great? Should we try to restrain our admiration for their successes? Not at all, in fact without praise, motivation declines. It just means we should keep away from a certain kind of praise – praise that judges their intelligence or talent rather than the work they put in. We can praise them as much as we want for the growth-oriented process – what they accomplished through practice, persistence and good strategies. And we can ask them about their work in a way that admires and appreciates their efforts and choices. Staff found at first this took a great deal of conscious effort to always talk about and praise the pupil’s approach to learning rather than evaluating. It was challenging for us to change our language. For a while, we had lots of conversations in the staffroom about it. We being ultra tuned in to the words we used and the words used by others.
- Carol Dweck talked about the power of the word……..yet at The Young Minds Conference 2013. She is currently doing research on it!! I don’t know the numbers that add to 10. Yet! Everyone can learn this…..just keep at it. I can’t do this well……..yet. Katie Waldon inspired by Carol Dweck’s research on mindsets.
- You can do it! Never Give up! This looks hard but I can do it! It’s okay to make mistakes because you will learn from them. I will never worry about my work, I will just keep trying until I learn it because I want to. You don’t need to be finished first.
- The children in this class – write on the display when they have used a growth mindset.
- P4-7 – what message can we take from these role models? What is the growth mindset message?
- P5/6 Learning Journals, provide an opportunity to discuss their learning and their mindsets.
- My class loved this analogy last year. Very reassuring way of accepting learning journey.