Mindset presentation for CTTCS

1. The Science of Mindset
La science d'une mentalité de croissance

2. Professional Learning Outcomes
Build common background knowledge of growth
mindset.
Explore strategies for building a growth mindset
in our students.
Reflect on the importance of a growth mindset in
our own practice.

3. What do you already understand about mindset?
How are you creating a culture of learning in your
classroom?
What phrases do you hear from students that
reflect a fixed mindset? From parents?
Ourselves?

4. Say Something: Be prepared to share a question, a connection, an “aha” or something that
resonated with you.

6. Growth mindset and Neuroplasticity
The idea that our brain (neuro)
can be molded (like plastic)
• What we focus on and how we
discipline our thoughts and
attitudes encourages brain
growth in those areas
• New neural pathways are made
Cette souplesse du cerveau est
appelée neuroplasticité ou
plasticité cérébrale.

7. Growth mindset plays a
significant role in academic
achievement
A student’s perception of their ability
has more to do with their success than
their actual ability.
(If you think you can’t, you can’t)

8. Research
Carol Dweck’s work on
growth mindset widely
published.
Jo Boaler from
Stanford University
researches growth
mindset and
Mathematics.

9. Growth mindset work is linked
to mental health
Research shows that a fixed
mindset is associated with more
mental health problems in
teenagers.
Students with a growth mindset are
more resilient, and less likely to
experience anxiety, depression
and perfectionism.

10. Growth mindset is consistent
with a faith-based
world-view

12. SaskMath, our new provincial math
resource, identifies “establishing a rich and
safe mathematical environment” as
essential to supporting math achievement.

13. “I’m not a math person.”
The myth of “a math person” is pervasive. Our kids hear
it at home all the time. In student-led conferences, we
hear from parents: “Well, I was never a math person, so
it’s no surprise my child is struggling”. Think of how
often we hear people say “I’m no good at math”, but we
rarely hear “Oh, I’m no good at reading”. Our students
are immersed in a culture where a fixed mindset
around learning math is the norm. What are we doing
to address this?

14. “One of the most powerful moves a teacher or
parent can make is in changing the messages
they give about mistakes and wrong answers”
Jo Boaler

15. https://www.youcubed.org/week-inspirational-math/

16. Growth Mindset is for teachers, too.
Great teachers are continually working to grow their
practice.
Five attributes of a teacher with a growth mindset:
1. They take responsibility for improving their practice.
2. They see setbacks and feedback as an opportunity to learn and grow their
skills.
3. They actively seek learning opportunities and new challenges.
4. They have positive and high expectations of their students.
5. They use growth mindset language when teaching and with themselves.

17. Making mindset learning effective
Developing a growth mindset is more effective when it's rooted in subject
pedagogy and from a more stealthy approach. With that in mind, the
following are worth considering in your classroom:
● Think carefully about the language you use in every interaction with
every student
● Praise effort over intelligence; praising children’s intelligence harms
their motivation and this ultimately harms their performance

18. ● Reward effort and what can be accomplished through study,
practice, perseverance and good strategies
● Set high standards; challenge students from the start
● Allow students to learn from mistakes and develop
perseverance and resilience, effectively engaging in
deliberate practice. Embrace mistakes as an opportunity
for learning.
● Use feedback effectively, signposting students to use the
correct subject-specific learning strategies, then allow them
time to act on this specific feedback

19. Mistakes create brain growth

21. CTTCS chose to focus on
growth mindset at the start
of this year for several
reasons:
We are welcoming back students and families who
may be concerned that they are “behind”.
Disruptions to learning during COVID has resulted in
some students and families feeling less engaged in
school-based learning.

22. Encouraging a growth mindset supports the mental health
and well-being of students and staff.
It is consistent with a faith-based perspective of growth.
The provincial math plan, which is being rolled out this year,
identifies attending to environment and attitudes toward
learning as a prerequisite to improving math instruction.
Research indicates that mindset is essential to supportive
relationships, learning and academic achievement.

23. Resources
https://www.mindsetworks.com/default
https://www.mindsetkit.org/
https://www.youcubed.org/resource/growth-mindset/
To show middle year/high school students
https://www.youtube.com/watch?v=ZoYDHUGIwuE&t=84s
http://studentexperiencenetwork.org/wp-content/uploads/2015/09/What-We-Know-About-
Growth-Mindset.pdf

24. Ressources en français:
Mentalité de croissance
● Une mentalité de croissance, s’ouvrir aux possibilités
● Comment permettre le développement de la mentalité de croissance en milieu scolaire?
● Comment offrir de la rétroaction aux élèves de façon à adopter une mentalité de croissance?
● Comment répondre aux besoins de nos élèves?
● Comment instaurer un climat de classe positif favorisant le développement d’une mentalité de
croissance?
● Comment faire le monitorage de la mentalité que l’on adopte?
● Quels sont les liens entre la neuroplasticité et la mentalité de croissance?
● Quelles sont les stratégies pour développer et soutenir une mentalité de croissance?
● Comment reconnaître les déclencheurs d’une mentalité fixe et les surmonter?
● Est-ce moi qui affronte les défis ou est-ce plutôt le contraire?
● Quelle est l’influence de mon état d’esprit sur mon apprentissage?
● Quelle est la différence entre une mentalité fixe et une mentalité de croissance?
● Qu’est-ce que la mentalité de croissance?
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