Parents Briefing Workshop What we will cover today: What are - - PowerPoint PPT Presentation
Parents Briefing Workshop What we will cover today: What are Mindsets? How do different Mindsets develop? How can we identify them? Why are they important? How to promote a Growth Mindset University of Portsmouths work
Mindset
and you really can‟t do much to change it.
that you can‟t change very much.
really change your basic intelligence.
1 2 3 4 5 6
Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Strongly agree
“I don‟t divide the world into the weak and the strong, or the successes and the failures... (or the high and low ability) I divide the world into the learners and non learners.” Benjamin Barber
We all have different implicit theories of intelligence (mindsets)
Fixed Mindset Growth Mindset
Growth Mindset
Fixed Mindset
with.
Fixed Mindset Growth Mindset
Focus on performance Focus on learning Failure and/or effort perceived as being sign of low ability Not threatened by hard work, failure or challenge. Choose easy activities to maximise performance (so feel clever) Seek new challenges for learning and development. Don’t recover well from setbacks, challenge or failure Mistakes are seen as a good thing – aid learning Self protection (to repair self- esteem): Decrease efforts, avoidance (passive/active), deny value of work, consider cheating… View effort and persistence as a necessary part of success
Helplessness orientation Mastery orientation
Research studies have shown that Growth Mindsets:
We can change children‟s Mindsets
Our work so far…
UK schools
(Closing the Gap)
Intervention evaluation Product development
"Empowering for children"
Lowering expectations does not raise self-esteem or attainment
Beliefs about child Actions towards child Child’s beliefs Child’s actions Child’s
(Rosenthal & Jacobson, 1968)
impact on the brain (Barry-
Kauffman)
Expect children to develop a Growth Mindset!
are more likely to persevere despite challenges
finding a task difficult
mental resources can focus on task in hand
“This is exciting but challenging!” “This is exciting and challenging!”
trying
encourage celebrating mistakes! – A normal part of learning process for everyone
mistakes Mistakes board
success, explore the process, effort and mistakes
“Let‟s try an easier one” “Never mind you are good at other things” “Maths just isn‟t one of your talents, you‟re more creative” “You are so clever” “You are such a natural at maths” “This is definitely a gift of yours” “You seem to be able to turn your hand to anything”
We may encourage fixed mindsets without realising it
…Temporary high self-esteem if performed well but longer term implications:
evaluate their ability next time challenged or fail
http://www.youtube.com/watch?v=mGTk6yeh9qE
Give „process praise‟
Use „task praise‟
product?
We have coping strategies
ability
failed in the past
Growth Focused Praise…
“You tried really hard and it‟s even better than the last one.” “That is the best one that you have done yet!” “That was a good way to do it.” “You have learned so much.” “This is so good that I think you should do the harder questions next time.” “You are getting better and better every time you do this.” “Try different ways until you find the right one for you.” “Try to do even better next time.” “Why not take some more time to improve this bit.” “Everyone has to work at it.” “I know that you can do better than this with a little more focus.” “You could have been clearer in the way you expressed that” “That approach might not be the best for you.” “You can try harder than you did that time.” “ There is a mistake here, but what can you do to put that right, how can you avoid it next time?”
4.5 5 5.5 6 6.5 Trial 1 Trial 3 Effort Praise Control Praise Intelligence Praise
Number of Problems solved
Carol Dweck talking about praise http://www.youtube.com/watch?v=TTXrV0_3UjY
Early praise has long term impacts (Gunderson et
al., 2013)
children’s motivation
significantly predict children’s motivation 5 years later
– more likely to believe that traits were malleable – more likely to prefer challenging tasks – More likely to attribute success and failure to effort – More likely to generate strategies for improvement
Research shows Mindsets can change quickly… …But it won’t necessarily happen quickly for all children Mindset message means different things for different groups
Consistency and reinforcement are key!
with fixed language
“There are no secrets to success. It is the result of preparation, hard work and learning from failure” Colin Powell (US Secretary of State 2001-2005) When I was young, I observed that nine out of ten things I did were failures. So I did ten times more work” George Bernard Shaw (Playwright) Henry Ford - early businesses failed and left him broke 5 times before founded the Ford Motor Company. Albert Einstein - did not speak until he four and did not read until was seven, teachers and parents thought he was mentally handicapped. Expelled from school and failed to get a place at the Zurich Polytechnic School.
characteristics of effective learning:
– Creating and Thinking critically (thinking) – Playing and Exploring (engagement) – Active Learning (Motivation)
EYFS learning zoo
learning questionnaire
target behaviours and children
Portsmouth University
learner” – this will be shared with parents
in years 3 -5
the upcoming newsletters.